Phonics at Rockbeare
At Rockbeare we teach Phonics through a scheme called Sounds Write. For these sessions children are split into small groups to be taught by a trained adult. All staff who teach phonics have attended the official Sounds Write training. Each session lasts for around 30 minutes. The sessions provide time for children to deepen their understanding of the sound knowledge needed for early reading and writing.
We have purchased the Sounds Write reading for this academic year. It runs alongside our Phonics programme.
These books will enable children to take their first steps into reading and have great success. The simple, decodable texts enable them to practise the skills and code knowledge they are learning ion school. Children really enjoy these quirky stories about children and their unusual pets. We supplement our reading scheme with Dandelion Readers, a set of books which follow the Sounds Write script.
Assessment is something that takes place as a continuous process within our phonics lessons. In Sounds-Write, the main form of assessment is formative. This formative assessment incorporates a number of different aspects of teaching and learning. Firstly, teacher knowledge is of a high standard, teachers regularly communicate the learning intentions to their students throughout a phonics session. Teachers are aware of each child's 'next step' enabling them to provide constant verbal feedback to all pupils. In addition, formative assessment uses students as learning resources for one another, which should lead to learners becoming owners of their own learning.
SEND and children with additional needs:
There will always be a range of ability in classes, this doesn’t mean we need to 'set' children in groups. We believe it is perfectly possible for the us as knowledgeable teachers to have a very good sense of what each student can do in terms of their code knowledge and conceptual understanding, and their skills of segmenting, blending and phoneme manipulation. Using this knowledge will enable the teacher to provide the appropriate challenges at every step.
some of the ways we differentiate are as follows:
• The structure of the word: CVC, CVCC, CCVC, CCVCC, CCCVCC.
• Using lines or no lines.
• Leaving the word on the board for the students to write, or take the word away. Or you can leave part of the word [the < sh > in ‘fish’, for example] on the board and taking the rest of the spellings away.
• Gestures: gestures are used as a type of scaffolding and are incorporated into teaching.
• Using continuants.
• Pace. In this case, pace does not mean conducting lessons at break-neck speed; it means being well prepared enough to move smoothly from one lesson to another within the Sounds-Write session.
• Amount of practice – some students need more practice than others.