Questions and Answers...

Is Work With Words a synthetic phonic scheme?
Yes, it begins by teaching children to identify the individual sounds in words, they learn to
segment, blend and manipulate sounds. Work With Words is a fun and direct way for children
to learn to read and write quickly. Only relevant information and skills are given so children
are not bombarded with extra gimmicks or animations that can confuse them.

The Government have brought out new guidelines; does this scheme match their criteria?
Yes. Work With Words meets the core criteria as defined by the Reading Review, 2007.
The DfES set out to provide schools with guidance to assist them in understanding the
relevance of the criteria and how they might use them to judge commercial programmes if
they were considering purchasing one.

Work With Words can be found on the Department for Education and Skills Assessment Site,
www.standards.dfes.gov.uk/phonics

Is the one day's training necessary?
Yes, if staff are going to get the full benefit and understanding of the programme. The one
day's training is very practical and demonstrates the delivery of the lessons and multi-sensory
activities. After finishing a day's training a reception teacher said 'There are lots of things I
would like to use straight away, the day was very instructive and practical. I can't wait to start.'

What does the teaching manual consist of?
The manual consists of guidelines to help teachers become proficient in their understanding
of synthetic phonics. Sets of words are provided along with graded sentences and illustrated
stories to guide the teacher through the alphabetic code.

Is it easy to use?
Yes, Work With Words has been designed to be used with the minimum of fuss. The teacher
gives a 10-15 minutes lesson a day to the whole class following the teaching manual.
Further differentiated multi-sensory work can be carried out in reading or writing groups.

How will the CD Rom help?
The CD Rom contains a range of multi-sensory activities; including graded stories that
compliment the teaching manual, word sorts, and consonant activity sheets. These materials
have been design to give teachers the maximum flexibility in their teaching and organisation.

How does the programme progress through Key Stage 1?
Initially, all the learners in the class work through four incremental steps. This gives the
learners access quickly to the range of phonics that we use in our language. In subsequent
years the programme is repeated with the level of difficulty in words and texts increasing.
This means each year children are adding to their previous knowledge, working in a way that
is systematic and cumulative.

What happens if some learners have difficulty in acquiring the skills?
Further individual work can be given to support children who require additional practice.
The varied multi-sensory activities allow learners to revisit the skills and knowledge they
need to become proficient at reading, spelling and writing.

Is Work With Words suitable for children who have specific learning difficulties such as dyslexia?
The starting point of the programme is building on a learner's own language. It develops the
link between language and the written code providing a systematic clear pathway.
This method of teaching is excellent for children who have specific learning difficulties.

Do children learn quickly?
Yes. Research has shown that this approach to reading gets results quickly and efficiently.
Words With Words the programme has shown to be robust and effective.

Is the programme robust and effective?
Yes. The delivery of the programme is sequential, cumulative and well structured, yet offering the opportunity for teachers to use their own professional discretion.

Do we have to buy new reading books?
No, we would encourage and help teachers to assess the reading books that are available to them before making any new purchases. The aim of Work With Words is to ensure teachers understand synthetic phonics and are able to teach that knowledge. Learners will have access to a wide variety of reading material that suits their age, as well as their level of comprehension. This is a programme that gives readers the freedom to enjoy reading.

Is it possible to have extra support following the training?
Yes, extra support or training for new staff can always be provided. Work With Words
ncourage schools to have a designated member of staff to oversee the project in the school.

Is it possible to use Work with Words with older learners that have reading difficulties?
Yes, Key Stage 2 staff can receive training and materials so that the sound practices
developed in Key Stage 1 could continue. It has been shown to be particularly apt for
Key Stage 2 in spelling and as a spring board for further grammar work.

 

Comments about
Materials and Training:

'Activity sheets and other resources are very practical and easy to use.'
Year 1 Teacher

'Presentation covered groundwork of phonics very well so it catered for all staff's levels of knowledge and confidences with phonic.'
Primary Head

'A lot of useful material covered in one day, delivered clearly and consistently.'
Key Stage 2 Teacher

'It was very interesting and relevant to developing reading and spelling ability. Materials are clear and well presented.' SENCO

'The training was well delivered through tricky waters and certainly filled in a number of gaps in my knowledge!'
Year 5 Teacher

'I can see the progression more clearly in phonics now. I have done much work on phonics before but I can see how to make connections between same sounds spelled differently -
very interesting.'
Year 1 Teacher

'Excellent delivery - clear sense of progression and where different year groups begin - looking forward to using it with the children.'
Year 1 Teacher

'This scheme assesses where the children are and could be used throughout the whole school. All the necessary materials included -
a great bonus!'
Primary Head

'Lots of things I would like to use straight away, very instructive and practical.'
Reception Teacher

'The results of the children are amazing. Reading has improved throughout the whole class and the children's confidence in writing has doubled.'
Year 2 Teacher

'The children are prepared to 'have a go' when writing.'
Reception Teacher

'It's the best intervention scheme our school has ever had and what's more, the children really enjoy it!'
Primary Head

The results of the children are amazing. Reading has improved
throughout the whole class and the children's confidence in writing
has doubled.'
Year I Teacher,
Trallwng Infant School,
South Wales.