Embedded in Sounds-Write is the belief that all children can and should learn to read. Differentiated teaching within whole-class sessions, specialist training for interventionists, and resources designed to reduce cognitive load all make Sounds-Write adaptable to the needs of every learner.

Sounds-Write is a whole-school approach to phonics. Reading and spelling are taught in daily phonics sessions from Reception to Year 2, after which students continue to practise phonics skills in the context of more complex words and texts.

Sounds-Write’s phonics scope and sequence is structured and systematic, regularly introducing new grapheme-phoneme correspondences and common exception words whilst consolidating previous learning.

100+ decodable texts are included in the Sounds-Write Membership, all of which align with the Sounds-Write scope and sequence, providing reading material consistent with students’ developing phonics knowledge and skills.

Sounds-Write is designed for use in whole-class as well as keep-up and catch-up interventions. Our tools and training assist teachers in identifying the students in need of support and understanding how to implement effective, evidence-based interventions according to their needs.

Across the Sounds-Write scope and sequence, students are explicitly taught 128 of the most common grapheme-phoneme correspondences.

Sounds-Write lessons:

• Happen daily
• Include revision of previously taught grapheme-phoneme correspondences
• Introduce new grapheme-phoneme correspondences
• Include both reading and writing
• Provide practise of segmenting, blending and phoneme manipulation skills
• Include reading and/or writing longer passages of text.

Sounds-Write is designed for use in whole-class as well as keep-up and catch-up interventions. Our tools and training assist teachers in identifying the students in need of support and understanding how to implement effective, evidence-based interventions according to their needs.

The Sounds-Write Membership places teacher knowledge at the forefront through training, masterclasses, webinars, teaching videos, guidance and ongoing professional development. Teachers gain a strong understanding of the theory underpinning reading instruction, the Science of Reading and the alphabetic code.

Sounds-Write’s training develops teachers’ ability to use formative assessment, teach through errors and differentiate, with Progress Checks supporting teachers to identify gaps and additional support. Teachers learn how to teach responsively, using their formative assessment to adapt teaching in the moment and in lesson planning.

Our training provides teachers with a comprehensive understanding of how to correct, assess and monitor spelling, as well as how to support struggling students. Our assessment tools are included in the Sounds-Write Membership.

Teachers are provided with the knowledge and tools needed to identify struggling spellers and design and implement successful interventions.

With Sounds-Write, teachers learn how to incorporate phonics into other areas of the curriculum. Our scripted lessons are used to teach curriculum-specific vocabulary and our error corrections mean that teachers can support accurate spelling across the curriculum.

Sounds-Write teaches both reading and spelling in tandem using phonics. Reading and spelling are taught following the same structured and systematic scope and sequence, introducing grapheme-phoneme correspondences explicitly and providing plenty of opportunities to practise reading and spelling them.

Dictation plays a key role in Sounds-Write lessons, providing opportunities for students to put what they have learnt into practice, and for teachers to carry out formative assessment and error correction.

Sounds-Write phonics lessons happen daily and always include rigorous spelling practice covering previously taught grapheme-phoneme correspondences.