While families appreciate many aspects of Clapham’s curriculum, our approach to literacy training consistently receives the most heartfelt feedback from our Explorers and Lower School parents.
Our introduction to literacy is rooted in the Spell to Write and Read curriculum, which teaches children to read by first building words from their smallest sounds. Explorers I (Pre-K) students begin with single-letter phonograms, learning the multiple sounds each letter represents. For example, the phonogram “a” is not limited to the sounds heard in “apple” or “ate,” but also includes those in “father” and “all.” Clapham students learn all the sounds for “a” from the outset. Similarly, “c” is not just for “cat,” but also for “city.” This logical approach provides students with the tools to first spell, and then read and write, with confidence and clarity.
At Clapham, Explorers students learn the 70 basic phonograms (letters or letter combinations representing specific sounds) rather than only the 26 letters of the alphabet. This logical foundation provides the tools for lifelong literacy. We encourage our Lower School transfer families to use the SWR app and all students to use the phonogram flashcards to reinforce these rules, as they aid in precision and confidence in both reading and spelling.
By beginning with phonograms, students are equipped to encode (spell) before they begin to decode (read). Teachers and parents use flashcards and letter mats to work with students to form firm associations between the letter or letter combination and sounds. Just five minutes a day of phonogram practice is sufficient for our Explorers parents to use at home. With consistent repetition, our Explorers and Lower School students internalize these sounds and letter combinations.
While students may not memorize every SWR rule, the curriculum provides a logical framework for explaining why words are spoken and spelled in specific ways. Rather than viewing English as a collection of exceptions, students gain a logical framework that allows them to approach new vocabulary with confidence. For instance, students learn that the ‘e’ in house, have or large isn’t ‘silent’ without reason; it is there because singular English words do not end in ‘s’ or ‘v,’ or to make a ‘g’ say its soft (or second phonogram) sound. Understanding these patterns transforms a list of arbitrary spellings into a series of logical solutions.
As parents dive into phonograms with their children, they might just find themselves spelling better sans spellcheck or Grammarly as well. Of course, all this equipment goes beyond reading and comprehension. We’re excited to see these Explorers emerge into self-confident writers, able to put pen to paper to express themselves with eloquence and grace.
Ready to equip your child with phonograms? Click the “schedule a tour” button at the top of the page to get started. We can’t wait to see where you go from here.