Early Reading and Phonics
Teach a child to read and keep that child reading and we will change everything.
And I mean everything.
This is what we do at Cronton C.E. Primary School.
Everyone a reader
Everyone wants to read
Everyone can read
To visit Oxford Owl (more help for Read Write Inc) go to
Children are grouped according to their level of development across Reception, Year One and Year Two so they are working with children at the same level, allowing full participation in the lessons.
Regular assessments of their learning allows for children to progress quickly or receive further consolidation and extra support if needed.
In the Nursery
Children have exposure to adults reading books and book language - fiction and non-fiction, songs, nursery rhymes daily.
There is a focus on traditional tales over the year and children should know six traditional tales inside out by the end of the year.
Children learn key book vocabulary: title, cover, illustration/illustrator, story, finding out, fact.
Children experience regular, planned opportunities to listen carefully and talk extensively about what they see, hear and do. Careful planning allows us to integrate the activities according to the developing abilities and interests of the children in the setting.
Children initially explore: and learn to discriminate: environmental sounds, instrumental sounds, body percussion, rhythm and rhyme, alliteration and voice sounds.
When they are ready, usually in the Summer Term, Set 1 letter sound correspondences are taught.
Reception and Beyond
Using RWI, we make learning to read easy for children because we start by teaching them just one way of reading and writing every sound. Here they are on the Simple Speed Sounds chart we use in class.
We teach Set 1 sounds first - (sounds as far as a e i o u).
We teach using pure sounds.
We pronounce the sounds clearly, using pure sounds (‘m’ not’ muh’, ’s’ not ‘suh’, etc.) so that your child will be able to blend the sounds together to make words more easily.
You can watch a video to hear how to pronounce the sounds here:
Once children know one way of reading and writing every sound, they start to learn spellings for each sound they already know.
For example, they know ‘ay’ and now learn a-e and ai as other spellings for the same sound.
Alongside teaching children sounds, we teach them to blend sounds to read words e.g. s-a-t, sat.
We use Fred Talk to help children read.
This is Fred.
Fred can only speak in sounds.
He says d-o-g, h-a-t etc.
Speaking like Fred helps children to understand that words are made up of sounds.
Fred helps children practise blending sounds together because he needs the children to say the words for him. Fred says d-o-g, children tell him the word is dog.
You can use post it notes, magnetic letters or letter tiles to do this at home.
We use Fred Fingers to help children sound out words to spell easily.
It means they do not have to memorise lists of spelling words.
It is a tool so they will be able to spell any word.
We use green words in our lessons that are linked to the sounds being taught. These have the sound buttons and word on one side and the just the word on the other.
We have red words which used to be known as tricky words.
These have to be learned on sight.
We also read nonsense words to check our learning.