Read Write Inc

Read Write Inc Leader - Mrs Barugh

 

 

At St Joseph's we aim for all our children to become fluentconfident readers who are passionate about reading.

Children who read regularly or are read to regularly have the opportunity to open the doors to so many different worlds!

We can achieve this together through:

  • Read Write Inc, a program to help to your child read at school
  • Encouraging children to develop a love of books by reading to them daily, at home and at school
  • Giving children access to a wide range of books at school and at home 
ST JOSEPH’S CURRICULUM - PHONICS
INTENT IMPLEMENTATION IMPACT

Reading is a key life skill, we are dedicated to enabling our children to become lifelong readers. 

We believe reading is key to academic success.

All children will pass the KS1 Phonics Screening Test.

Phonics is introduced through Letters and Sounds when children join nursery and progression is planned to meet the stage of learning. The progression is planned for by the Letters and Sounds markers however we look at the child’s stage of phonic knowledge and understanding, not just their age.

Children in EYFS and KS1 take part in daily phonic sessions lasting for 40 mins each morning. The children participate in speaking, listening and spelling activities that are matched to their developing needs. The teachers draw upon observations and continuous assessment to ensure children are stretched and challenged and to identify children who may need additional support. Children work through the different phases, learning and developing their phonics sounds and knowledge.

Phonics teaching is complemented by reading. Children are given three books each week for home reading. We use a range of resources to enhance this and our books are banded into colours. Wherever possible, these are fully decodable to develop fluency and understanding. Currently we are looking at the book bands and ensuring they are correctly matching the phonic phases. Children are expected to move through the colours to become fluent and confident readers by the time they leave KS1.   

The Letters and Sounds programme begins in Pre-school with Phase 1 and continues to Year 2/3 Phase 6 to ensure a consistency of approach in phonics teaching and learning.

Through the teaching of systematic phonics, our aim is for children to become fluent readers by the end of Key Stage One. This way, children can focus on developing their fluency and comprehension as they move through the school. Attainment in phonics is measured by the Phonics Screening Test at the end of Year 1.

However, we firmly believe that reading is the key to all learning and so the impact of our reading curriculum goes beyond the results of the statutory assessments.

What is Read Write Inc?

Read Write Inc (RWI) is a phonics programme which helps all children learn to read fluently and at speed so they can focus on developing their skills in comprehension, vocabulary and spelling.  The programme is designed for children aged 4-7.

RWI was developed by Ruth Miskin and more information on this can be found at https://ruthmiskin.com/en/find-out-more/parents/.

- YouTube

 Read Write Inc guide for parents 

Please click on the link below to find lots of free Read Write Inc. Phonics resources to help your child, including eBooks, practice sheets and parent films. 

RWI Guide and Resources for Parents

How will my child be taught to read?

We begin by teaching phonics to the children in Reception classes. This involves helping them understand how to "read" the sounds in words and how to write them down. Learning phonics is crucial for reading, and it also helps children to become good spellers. We teach the children methods to help them remember these sounds and letters.

Reading

The children:

  • Learn 44 sounds and the corresponding letters/letter groups using simple picture prompts
  • Learn to read words using Fred talk and sound blending
  • Read from a range of storybooks and non-fictions books matched to their phonic knowledge
  • Develop comprehension skills in stories by answering 'Find It' and 'Prove It' discussion questions

Writing

The children:

  • Learn to write and form the letters/letter groups which represent the 44 sounds with the help of fun phrases
  • Learn to write words by using Fred Talk
  • Learn to build sentences by practising sentences out loud before they write 

Talking

The children in pairs so that they:

  • Answer every question
  • Practise every activity with their partner
  • Take turns in talking and reading to each other
  • Develop ambitious vocabulary

Before you start to teach your child, practice saying the sounds below. These are the sounds we use to speak in English. Children initially begin using pictures for each sound, this will help children recognise the sound and then form the shape of the sound.

Set 1, 2 and 3

RWI/Sound-Mat-Set-1-2-and-3.pdf

Set 1 Sounds 
Set 1 sounds are taught in the following order together with rhymes to help children form the letters correctly and instantly recognise sounds ready for blending. We do not use letter names at this stage.

Set 2 Sounds
The children are then taught Set 2 Sounds - the long vowels. When they are very confident with all of set 1 and 2 they are taught Set 3 Sounds.

Set 2 Speed Sounds

ay

ay: may I play

play, day, may, way, say, spray

ee

ee: what can you see

see, three, been, green, seen, sleep

igh

igh: fly high

high, night, light, fright, bright, might

ow

ow: blow the snow

blow, snow, low, show, know, slow

oo

oo: poo at the zoo

too, zoo, food, pool, moon, spoon

oo

oo: look at a book

took, look, book, shook, cook, foot

ar

ar: start the car

car, start, part, star, hard, sharp

or

or: shut the door

sort, short, horse, sport, fork, snort

air

air: that’s not fair

fair, stair, hair, air, chair, lair

ir

ir: whirl and twirl

girl, bird, third, whirl, twirl, dirt

ou

ou: shout it out

out, shout, loud, mouth, round, found

oy

oy: toy for a boy

toy, boy, enjoy

Set 3 Speed Sounds

Sound

 

Phrase

Words to practice reading and spelling

ea

Cup of tea

clean, dream, seat, scream, real

oi

Spoil the boy

join, voice, coin

a-e

Make a cake

make, cake, name, same, late, date

i-e

Nice smile

smile, white, nice, like, time, hide

o-e

Phone home

home, hope, spoke, note, broke, phone

u-e

Huge brute

tune, rude, huge, brute, use, June

aw

Yawn at dawn

saw, las, dawn, crawl, paw, yawn

are

Care and share

share, dare, scare, square, bare

ur

Nurse with a purse

burn, turn, spurt, nurse, purse, hurt

er

A better letter

never, better, weather, after, proper, corner

ow

Brown cow

how, down, brown, cow, town, now

ai

Snail in the rain

snail, paid, tail, train, paint, rain

oa

Goat in a boat

goat, boat, road, throat, toast, coat

ew

Chew the stew

chew, new, blew, flew, drew, grew

ire

Fire! Fire!

Fire, hire, wire, bon/fire, in/spire, con/spire

ear

Hear with your ear

hear, dear, fear, near, year, ear

ure

Sure it’s pure

pure, sure, cure, pic/ture, mix/ture, ad/ven/ture

Fred Talk

We use pure sounds (‘m’ not’ muh’,’s’ not ‘suh’, etc.) so that your child will be able to blend the sounds into words more easily.

At school we use a toy frog called Fred who is an expert on sounding out words! we call it, ‘Fred Talk’. E.g. m-o-p, c-a-t, m-a-n, sh-o-p, b-l-a-ck.

 The following video is an example of blending sounds with Fred.

Within all the  RWI sessions/books children will be exposed to red and green words to learn to help them to become speedy readers. Red words are words that are not easily decodable and challenge words to extend children’s vocabulary. Green words are linked to the sounds they have been learning and are easily decodable.

Dots and dashes represent the sound each letter makes.

During the RWI session children will read the book three times and at each new reading they will have plenty of opportunities to practise using their developing comprehension skills. Books will go home with children after the third read. Please ensure the RWI book is in your child's bag every day.

Spelling with Fred Fingers

Children are taught to use their fingers to help them write words. The children say the word out loud and break it down into its individual sounds. If a word has 3 sounds children hold up 3 fingers, 4 sounds 4 fingers etc. Children pinch each finger as they say the sounds needed in the word then they write the letters that represent each sound.