How we teach reading at Roseacre….



At Roseacre Primary Academy, we want children to develop a love of books as well as simply learning how to read. We start our teaching of reading through delivering Read Write Inc Phonics. This is a comprehensive synthetic phonics programme that teaches reading, writing and spelling. The children start by learning 44 speed sounds and how to sound blend for reading. At the same time, they develop skills for handwriting and spelling. The skills of reading are also taught through lively storybooks that contain words that the children can decode ensuring that the children progress to become readers and achieve early success.

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How we teach your children to read and write.

We focus on learning to read (decoding) then reading to learn (comprehension). We use Read Write Inc to help our children learn to read fluently and at speed so they can then focus on developing their comprehension skills. We begin the programme in Nursery and continue to provide daily phonics teaching until children can read fluently. 

How will RWI be taught?

RWI is taught every day for 45 minutes. Children are grouped based on the sounds they know/ fluency of their reading. We re-assess children every half-term so we can place them in the group where they’ll make the most progress. We provide extra daily small group or one-to-one sessions for children who need a bit of a boost to keep up.


How do we make phonics easy for children to learn?

Read Write Inc. Phonics depends upon children learning to read and write sounds effortlessly, so we make it simple and fun.

Children learn to read words by sound-blending using a frog called Fred. Fred says the sounds and children help him blend the sounds to read each word. Children learn to do this orally first.

We teach them one way to read and write the 40+ sounds in English. We use pictures to help, for example we make ‘a’ into the shape of an apple, ‘f’ into the shape of a flower. These pictures help all children to read the sounds easily.

Set 1 

Set 1 Sounds are taught in the following order together with rhymes to help children form the letters correctly and instantly recognise sounds ready for blending. Please do not use letter names at this early stage. Children will also use pictures for each sound to help recognise the sound and then form the shape of the sound.

Set 2 & 3

The children are then taught Set 2 Sounds – the long vowels. When they are very confident with all of set 1 and 2, they are taught Set 3 Sounds. Set 3 teaches children the different spellings of the same sounds, for example, they learn that the sound ‘ay’ is written ay, a-e and ai; the sound ‘ee’ is written ee, e and ea. We use phrases to help them remember each sound for example, ay, may I play, a-e – make a cake?

Nonsense words (Alien words)     

As well as learning to read and blend real words, children will have plenty of opportunities to apply their sound recognition skills when reading ‘nonsense words’. These words will also feature heavily in the Year One Phonics Screening check in the summer term. 

How do we ensure children can read every book?

The first thing we do is to give children books we know they can read – without any guessing. We read lots of other stories to them, but do not expect them to read these yet.

Before they read the story, they sound out the names of characters and new words, practise reading any of the ‘tricky red’ words, and tell them a thought-provoking introduction to get them excited about the story.

Then, over three days, children read the story three times: first to focus on reading the words carefully; the second to help them read the story fluently; and on the third, we talk about the story together for example, how characters might be feeling and why. Children will bring home a reading book matched to their phonic ability to ensure they can practise their application of phonics and they may also take another book home to read and enjoy with an adult.

How do we teach children to spell confidently?

We use a simple activity called Fred Fingers to spell regular words.  

Fred Fingers

We teach children to spell using ‘Fred Fingers’: we say a word and then children pinch the sounds onto their fingers and write the word, sound by sound.

How do we make writing simple for children to learn?

In reception, we teach writing through Read Write Inc. We teach handwriting, spelling and composition separately, gradually bringing each skill together step-by-step.

We teach children to form letters with the correct pencil grip and in the correct sitting position from the very beginning. They practise handwriting every day so they learn to write quickly and easily.

Once children can write simple words, we teach them to ‘hold’ a sentence in their heads and then write it with correct spelling and punctuation.

Whole Class Reading

During Year 2, the focus of reading shifts from learning to read to reading to learn. Some children still need daily phonics teaching and this will continue in the form of small group or 1:1 intervention. Year 2 begin daily Whole Class Reading sessions and these sessions continue until children leave Year 6. The Whole Class Reading sessions follow a clear structure and focus on three linked texts per week.

Whole Class Reading Structure

Vocabulary- identification and discussion around unfamiliar vocabulary used in the text. Children practise pronouncing the word using MTYT (my turn your turn), define the word, find synonyms and antonyms and use the word in context.

Modelled reading- the teacher models reading the text to the children to demonstrate how to read fluently with intonation and expression. This modelled reading also allows children to access texts at a higher reading level.

Paired/choral reading- Children have opportunity to practise reading sections of the text with paired/class support to develop fluency, confidence and expression.

Quick start retrieval- Whole Class Reading sessions have quick start retrieval activities to allow children daily opportunities to skim/scan a text to locate and retrieve information.

Partner talk- opportunities to discuss/ debate/ support/ challenge and find their voice!

Individual thinking- time to think, reflect, predict, deduce and infer.

Solo work- opportunities for written responses


Tell-a-tale is the highlight of every day. We have a bank of stories that children get to know really well, and others we read just for fun. Children learn to retell the story, learn the refrains by heart and act out the stories in the role-play area. Children learn poetry too. Every class throughout school has a 15 minute tell-a-tale session on their daily timetable to promote reading for pleasure.