Part 1 – Snapshot Assessment
The self-assessment below provides a snapshot of how The Wright Skills programme meets the core criteria for a high quality phonics programme. For more detailed information on how this programme meets each of the core criteria please see part 2 below.
Please tick as appropriate
This programme should:
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Fully meet |
Not meet |
present high quality systematic phonic work, as defined by the Independent review of teaching of early reading and now encapsulated in the Primary Framework, as the prime approach to decoding print
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enable children to start learning phonic knowledge and skills systematically by the age of five with the expectation that they will be fluent readers having secured word recognition skills by the end of key stage one
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be designed for the teaching of discrete, daily sessions progressing from simple to more complex phonic knowledge and skills and covering the major grapheme phoneme correspondences
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enable children’s progress to be assessed
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use a multi-sensory approach so that children learn variously from simultaneous visual, auditory and kinaesthetic activities which are designed to secure essential phonic knowledge and skills
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demonstrate that phonemes should be blended, in order, from left to right, ‘all through the word’ for reading
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demonstrate how words can be segmented into their constituent phonemes for spelling and that this is the reverse of blending phonemes to read words
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ensure children apply phonic knowledge and skills as their first approach to reading and spelling even if a word is not completely phonically regular |
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- ensure that children are taught high frequency words that do not conform completely to grapheme/phoneme correspondence rules
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ensure that, as early as possible, children have opportunities to read texts (and spell words) that are within the reach of their phonic knowledge and skills even though every single word in the text may not be entirely decodable by the children unaided
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Explanation of how this programme meets the core criteria above:
The Wright Skills is a comprehensive skill instruction programme designed to address phonological awareness, phonemic awareness, and alphabet knowledge, concepts of print, phonics, oral language development, and word analysis through systematic, explicit instruction. The programme provides all the instructional material teachers will need to teach phonics skills. Each lesson has two days instruction and uses materials from Shared reading books to plastic letters. The use of technology supports both teacher and pupil. It uses a research-based scope and sequence of skills and sound instructional methodology to teach phonological and phonemic awareness, letter recognition and formation, concepts of print, phonics, and word study. The lessons provide sequential, explicit, and systematic instruction in these key areas. |
Brief explanation of what your programme provides, e.g. resources
The programme is made up of 5 levels these includes detailed explicit teaching notes that consist of two-day lessons on a specific skill. Each lesson will use some of the following components Big Books, Wall Charts, Poetry Posters, Picture Cards, Alphabet cards, Phonetic Element Cards, Word Cards, Alphabet Frieze cards, Photocopiable Activities, Assessment and Technology. Lessons are also provided for English Language Learners. |
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