Google Translate
Google Translate
Slideshow
Read Write Inc
Children who read regularly or are read to regularly have the opportunity to open the doors to so many different worlds! More importantly, reading will give your child the tools to become independent life-long learners.
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
At St Monica's we use Read Write Inc Phonics (RWI) to give your child the best possible start with their literacy. We have put together a guide to how the RWI programme works together with some useful links.
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. However, we will continue teaching RWI to children beyond the age of 7 if they still need support in their reading.
RWI was developed by Ruth Miskin and more information on this can be found at https://ruthmiskin.com/en/find-out-more/parents/.
How will RWI be taught?
Read Write Inc phonics sessions are taught daily in Nursery, Reception and Year 1. The year 2 children that have competed the programme, then move on to spelling sessions. If they need more support, they will continue to participate in the daily phonics sessions until they have completed the programme. The sounds are split into three sets and are taught to the children in order. Each sound has a matching rhyme to help the children to instantly recognise them and to help them to form letters correctly.
The sounds are taught in the following order:
Set 1 | |
Sound | Rhyme |
m | Down Maisie then over the two mountains. Maisie, mountain, mountain. |
a | Round the apple, down the leaf. |
s | Slide around the snake |
d | Round the dinosaur's back, up his neck and down to his feet. |
t | Down the tower, across the tower, |
i | Down the insects body, dot for the head. |
n | Down Nobby and over the net. |
p | Down the plait, up and over the pirates face. |
g | Round the girls face, down her hair and give her a curl |
o | All around the orange |
c | Curl around the caterpillar |
k | Down the kangaroos body, tail and leg |
u | Down and under the umbrella, up to the top and down to the puddle |
b | Down the laces, over the toe and touch the heel |
f | Down the stem and draw the leaves |
e | Slice into the egg, go over the top, then under the egg |
l | Down the long leg |
h | Down the horse's head to the hooves and over his back |
sh | Slither down the snake, then down the horse's head to the hooves and over his back |
r | Down the robot's back, then up and curl |
j | Down his body, curl and dot |
v | Down a wing, up a wing |
y | Down a horn, up a horn and under the yak's head. |
w | Down, up, down, up the worm. |
th | Down the tower, across the tower, then down the horse’s head to the hooves and over his back |
z | Zig-zag-zig, down the zip. |
ch | Curl around the caterpillar, , then down the horse's head to the hooves and over his back |
qu | Round the queen’s head, up to her crown, down her hair and curl |
x | Cross down the arm and leg and cross the other way |
ng | A thing on a string |
nk | I think I stink |
Please do not use letter names at this early stage.
Click this link for advice on how to pronounce the sounds - https://www.youtube.com/watch?v=TkXcabDUg7Q
Children will also use pictures for each sound to help recognise the sound and then form the shape of the sound.
Step 2:
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.
Long vowel sound | Set 2 Speed Sound cards Teach these first | Set 3 Speed Sound cards | |
ay | ay: may I play | a-e: make a cake | ai: snail in the rain |
ee | ee: what can you see | ea: cup of tea | e: he me we she be |
igh | igh: fly high | i-e: nice smile | |
ow | ow: blow the snow | o-e: phone home | ao: goat in a boat |
oo | oo: poo at the zoo | u-e: huge brute | ew: chew the stew |
oo | oo: look at a book |
|
|
ar | ar: start the car |
|
|
or | or: shut the door | aw: yawn at dawn |
|
air | air: that’s not fair | are: share and care |
|
ir | ir: whirl and twirl | ur: nurse for a purse | er: a better letter |
ou | ou: shout it out | ow: brown cow |
|
oy | oy: toy for a boy | oi: spoil the boy |
|
ire |
| ire: fire fire! |
|
ear |
| ear: hear with your ear |
|
ure |
| ure: sure it’s pure? |
|
Nonsense words (Alien words)
As well as learning to read and blend real words children will have plenty of opportunities to apply their sound recognition skills on reading ‘Nonsense words’. These words will also feature heavily in the Year One Phonics Screening check in the summer term.
Step 3:
Children will be introduced to ‘Ditty books’ when they successfully begin to read single words. Children use sound-blending (Fred Talk) to read short ditties. Within all the books children will have 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.
The dots and dashes represent the sound each letter or letters make. They will also be given books to take home that match the sounds they have been learning in school so they can become more confident and fluent in their reading.
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 puppet 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. https://www.youtube.com/watch?v=dEzfpod5w_Q
Spelling
The children will also be taught to spell words using their phonic sounds. They will practise spelling in every session and will use techniques such as 'Fred Fingers ' to allow them to sound out words before they write them out. They will look for patterns in words and alternative spellings of the same sound. This will then allow them to be confident to apply their phonic knowledge into their writing.
Phonics Screening Check Year One
What is the Year 1 phonics screening check?
The Year 1 phonics screening check is a short, light-touch assessment to confirm whether individual pupils have learnt phonic decoding to an appropriate standard.
It will identify the children who need extra help so they are given support by their school to improve their reading skills. They will then be able to retake the check so that schools can track pupils until they are able to decode.