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How we teach Reading

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At Summerside, we believe that reading is fundamental to the development of children’s language and imagination.  There is lots of research to demonstrate the links between good reading skills from an early age and future success in life.  That is why we want all our children to be readers, be passionate about reading and develop a love of books.


We hold many themed Book events; including Scholastic Book Fairs, World Book Days and we are developing our links with local authority libraries – North Finchley Library.  We regularly have authors and story-tellers in for workshops and we are developing Buddy Reading sessions across our school.  Children are innovative when developing their own passions for reading including organising and running their own Book Exchange Library.


Read Write Inc. at Summerside


Read Write Inc. is the programme we use to teach children to read. At the heart of Read Write Inc. is the systematic teaching of all the common sounds in the English language (RWI calls these the Speed Sounds). Children are taught to recognise the sounds and to put them together (‘sound blend’ them) into words for reading. This is our third year of using the programme and it has been very successful. Its principles are also rooted in the New Curriculum (2014).


Reading opens the door to learning and our aim is to make every child a reader. Using Read Write, the children learn to read effortlessly so that they can put all their energy into comprehending what they read.

Your child will be put into a small literacy group appropriate to their level. This group may change often as your child progresses and they will often be taught by teachers and staff that are not their class teachers.

Throughout the day your child will be exposed to a rich variety of quality texts and stories to develop their love of stories and storytelling.


When using Read Write Inc to read the children will:


- learn 44 sounds and the corresponding letter/letter groups using simple picture prompts.


- learn to read words using Fred Talk.


- read lively stories featuring words they have learned to sound out.


-show that they comprehend the stories by answering questions.


When using Read Write Inc to write the children will:


-learn to write the letters/letter groups which represent  44 sounds.


-learn to write words by saying the sounds in Fred Talk.


- write simple sentences.


-compose stories based on picture strips.


-compose a range of stories based on writing frames.


Read Write Inc. introduces the simple Speed Sounds (one sound, one grapheme) with Speed Sounds Set 1 and Set 2. Children then learn more ways of writing the same sounds with the complex Speed Sounds Set 3. Children are taught letter names before moving on to Speed Sounds Set 3.


Below is the list of sounds your child should know by around the end of the first term in Year 2.  You can practise them at home with your child.


Speed Sounds Set 1

 m - a - s - d - t - i - n - p - g - o - c - k - u - b - f - e - l - h - sh - r  - j - v - y - w - th - z - ch - qu - x - ng – nk


Speed Sounds Set 2

 ay – ee – igh – ow – oo – oo – ar – or – air – ir – ou – oy


Speed Sounds Set 3

 a-e – ea – i-e – o-e – u-e – aw – are – ur – er – ow – ai – oa – ew – ire – ear – ure – tious – tion


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What can you do to support your child:

Read with your child and to your child every day.

Take them to the library and expose them to a rich variety of quality books.

Tell them stories and help them make up stories.

Practise their Speed Sounds with them and tell them to ‘Fred Talk’ new words that they find hard to read.


Speak to your child’s class teacher or Mrs Venus if you have any further questions and would like some more advice.


Assessment of Reading.

Reading is assessed regularly and monitored on our school tracking system, ensuring children take the next step in their learning.   In addition, children also take external statutory SATs tests (Year 2 and Year 6).  Liaison with the school SENCO and external agencies is arranged for children who require additional support and reading intervention strategies.