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Using Sounds-Write

Yes, Sounds-Write meets all the 2021 Early Learning Goals for Literacy for comprehension, reading and writing. Find out more here.

Sounds-Write teaches the skills, concepts and code knowledge necessary to teach children to read and spell from Reception/Kindergarten to Y6, and can also be used in in intervention settings at any age.

Sounds-Write teaches the complete code (175+ of the most common spellings of the 44 or so sounds in English) through our Initial Code and our Extended Code. We also teach students to read and write polysyllabic words.

Details can be found in these three documents:

Schools usually start Sounds-Write in Reception/Kindergarden with children aged 4, where they cover the Initial Code.

In Years 1 and 2 students continue to deepen their knowledge and understanding of how the alphabetic code works through the Extended Code ('first spellings' and 'more spellings') and become familiar with the strategies to read and write polysyllabic words. 

In Years 3-6, Sounds-Write continues to build on the hard work undertaken from the Early Years to Year 2. Our advice is to review the  Extended Code 'more spellings' again in Year 3. This is for the benefit of that 50% of students that really need more practise and exposure to apply the sound-spelling correspondences successfully and correctly.

In Years 3-6 we use the Extended Code to deepen students understanding of  spelling, usually through words that are relevant to the curriculum – these can be taught within sound units to help students make connections, see patterns, etc

We also use the polysyllabic lessons to teach more complex polysyllabic words. 

Skills continue to be practised, reinforced and extended into polysyllabic words.

Words in Y3-6 are taught using the Sounds-Write approach to ensure consistency of approach and to ensure familiarity throughout the school.

Through the different lessons (or activity types) of the Extended Code and Polysyllabic Words, students hone their spelling through interleaving, spaced learning, retrieval, repetition and practice to make sure that they achieve mastery in reading and spelling. 

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