Phonics & Reading
At Isaac Newton Academy we use the Ruth Miskin Read Write Inc. Phonics programme to get children off to a flying start. RWI is a method of learning centred round letter sounds and phonics, and we use it to aid children in their reading and writing. It is used in Reception and Year 1 children and for some Year 2 pupils who would benefit for some additional consolidation.
It is a complete programme taught for 45 minutes a day in Reception and Year 1. It has proven to develop:
- fluent, enthusiastic readers
- a deeper comprehension of texts
- confident speakers
- keen writers.
Throughout the programme, children are taught to:
- learn to read and write letter-sound correspondences quickly
- decode effortlessly, spell and handwrite easily
- comprehend what they read
- read with fluency and expression
- write confidently using oral rehearsal
- work effectively with a partner to articulate their learning at every step.
Read Write Inc has proven to produce excellent results for our end of year Y1 phonics tests:
2018 – 2019 – 97% of pupil pass the phonics screening check
2017 – 2018 – 97% of pupil pass the phonics screening check
2016 – 2017 – 97% of pupils pass the phonics screening check
2015 – 2016 – 93% of pupils pass the phonics screening check
Click here for some videos to help you understand our phonics programme.
If you have any questions about the programme, please speak with our RWI Lead, Ms Palray.
Core Book Approach
To complement the work in phonics and to help develop an early love and understanding of books, our daily English lessons centre round a thematic core book approach. Children explore specific texts in depth to build their understanding of story structure and help develop new vocabulary and ideas.
Whole-Class Reading is the model of reading used at Isaac Newton Primary School for pupils in Key Stage 1 and 2. Reception pupils’ reading is facilitated through daily Guided Reading sessions. Whole-Class Reading sessions are focused around a core class text which all pupils will read. Over the course of the week, pupils learn key vocabulary; use scanning and skim-reading to locate the answers to literal comprehension questions; make inferences about characters and write their own independent interpretation of the text based on a ‘Big Question’ of the week.
How does Whole-Class reading provide such support?
A teacher using a Whole-Class Reading approach:
- selects a text that is appropriately challenging and accessible for all pupils in the class
- explains how to decode cocabulary using prefixes, suffixes and contextual clues
- models how to forensically analyse the text in terms of literal and inderential comprehension
- facilitates analytical discussions about the class text in line with key presenting themes