Read Write Inc Phonics
At Gilmour Primary School, we use Read Write Inc. to teach Phonics. Read Write Inc. is a DfE validated Systematic Synthetic Phonics programme with a whole school approach to teaching early reading. It teaches children to read accurately, fluently and with understanding. It is designed to ensure progress for every child.
Nursery
Children begin their reading journey in nursery where they enjoy listening to, learning and joining in with carefully chosen stories, rhymes, poems and songs. During continuous provision children are immersed in new vocabulary, they are encouraged to build sentences orally and make up stories through planned talk experiences. Children learn letter sounds using picture clues and are introduced to oral blending through ‘Fred Talk’ games. We encourage our youngest learners to use a comfortable pencil grip as they are taught the correct letter formation using the Read Write Inc. mnemonics.
Reception
Children in Reception are taught daily phonic lessons. For the first four weeks of Reception, children access a 20 minute whole class Speed Sound Lesson where they will enjoy learning to read and write individual sounds. When children can confidently recall the first 5 sounds they are encouraged to read the sounds in simple words and form letters accurately using the correct formation. After 4 weeks, children are individually assessed and grouped according to how many sounds they can recall and if they can orally blend sounds. When children are ready they are introduced systematically to a total of 44 sounds and the corresponding graphemes. Fred the Frog helps children learn to blend sounds to read words. We use short ‘ditties’ to practise early reading. As children can recall more sounds they are introduced to a series of levelled decodable texts, both fiction and nonfiction.
Key Stage One
Children in Years 1 and 2 continue to enjoy daily phonics lessons. Children are taught in groups according to the number of sounds they can recall and the number of words they can read accurately and speedily. Each day begins with a 10 minute Speed Sounds Lesson where children revisit and rehearse oral blending, are taught a new sound and practice recalling previously taught sounds. We used ‘Fred Talk’ to decode and read new words. Children then read and comprehend a book which is carefully matched to their phonics knowledge. This ensures that children experience success and gain confidence as readers. Re-reading and discussing these books with teachers, supports reading fluency and decoding skills and promotes a good understanding of the text being read.
It is our aim that children in Year 2 complete the Read Write Inc programme by the end of the Autumn term in Year 2.
Key Stage 2
If children have not reached the expected level in reading by the end of Key Stage 1 they will continue to access the Read Write Inc. programme as they move to Key Stage 2. Children will also receive additional one-to-one targeted tutoring.
Fresh Start Phonics
We use Fresh Start Phonics in Years 5 and 6 for children who have not yet reached the expected standard in reading. Fresh start builds children’s reading accuracy, fluency and stamina. Children apply their phonic knowledge when reading engaging age appropriate decodable texts.
Assessment
Children are assessed half termly and grouped according to their phonic knowledge. Each child is then taught at the level of their phonic knowledge to ensure quick progress. Ongoing assessments ensure that children who are finding it difficult to recall sounds are identified quickly and if necessary given intensive one-to-one tutoring to catch up fast. Read Write Inc. groups are adjusted regularly so all children make the best progress.
Intervention
Some children may need additional support to recall sounds and to support reading fluency. Identified children are tutored one-to-one in addition to their daily phonics sessions. This helps to ensure all children ‘keep up not catch up’. Children will also have access to additional support throughout the school day through ‘Pinny Time’ this will check the sounds that children can recall and target the sounds that groups of children may need to practise.
How often will my child be taught phonics?
Your child will work in their phonics group five days a week for one hour each day. This session will be in place of the class English lesson. They may also receive an additional, one to one, afternoon session (10 minutes), if this proves necessary in order for them to keep up.
Will this phonics programme be too easy for my child?
No. Your child has been identified as having some gaps in their phonic knowledge and needing reinforcement of strategies to use sounds to read and spell words. They will start at a level that is appropriate to them and will therefore only be taught the sounds and patterns they do not already know. The programme includes many challenging words eg. straighten, extreme. Phonics is far more than just cat and mat.
How long will my child work on the Read Write Inc programme?
This is impossible to answer as it will be different for every child. However, because this is an intervention, we will always aim for your child to work in this group for the shortest time possible. Read Write Inc. phonics is not forever and your child will return to normal class lessons as soon as their phonic gaps have been filled. They will be assessed every half term and should make good progress on this programme.
This glossary will explain some of the terms associated with the phonics programme.
Glossary
‘Best Friends’
Best friends are a combination of two or three letters representing one sound, e.g. ck, ay, igh, oa.
Sound Talk
To help children read, the teacher says the sounds and then children say the word.
For example, the teacher says c-a-t, children say cat, Fred says l-igh-t, children say light.
Teachers are encouraged to use Sound Talk often, so children learn to blend sounds. You could use sound talk too.
For example:
Play Simon Says: Put your hands on your h-ea-d/ f-oo-t/ kn-ee.
Put on your c-oa-t/ h-a-t/ s-c-ar-f.
Set the table with a b-ow-l/ f-or-k/ s-p-oo-n.
‘Sounds in your head’
Once children can sound out a word, we teach them to say the sounds silently in their heads.
We show them how to do this by:
1. whispering the sounds and then saying the whole word;
2. mouthing the sounds silently and then saying the whole word;
3. saying the whole word straight away.
Perfect pencil grip
Children sit at a table to write.
They hold up a pencil in a tripod pencil grip with the non-writing hand flat holding their paper.
How can I support my child’s reading and writing?
Here are the top four things you can do.
See the other FAQs for further detail.
- Use Sound Talk to help your child read and spell words
- Listen to your child read their Read Write Inc. Storybook every day
- Practise reading Green and Red Words in the Storybook speedily
- Read stories to your child every day.
What will my child bring home to read?
- ‘Last and past’ Storybooks: contain sounds and words the children know. This is the Storybook they have just read at school and maybe some they have read before, for extra practice. Please don’t worry that books are too easy. Children enjoy re-reading stories they know well. Their speed and understanding improves on every read.
- Book Bag Books: matched to the Storybooks children read in school and used for extra practice. They include many of the same reading activities that we use in class and include parent guidance.
- More Storybooks and Non-fiction books: matched to the sounds and words your child knows well.
- Books to share with you: read these stories to children, take it in turns to read or encourage them to retell the story. They are not expected to read the whole story themselves.
How can I support my child to learn Set 2 or 3 sounds?
- Watch the ‘Set 2/3 tutoring’ film on https://www.ruthmiskin.com/en/find-out-more/parents/
How do I listen to my child read?
Your child has a Storybook matched to the sounds and words they know – a decodable book – so they should be able to read all the words.
Please avoid saying, “This book is too easy for you!” but instead say “I love how well you can read this book!”
‘Best Friends’, ‘Sound Talk’, read the word
Remind your child to read words using Best Friends, Sound Talk, read the word’
For example ‘ship’: spot the ‘sh’, then Fred Talk and blend to read the word e.g. sh, sh-i-p, ship.
Red Words
Red Words are also known as common exception or tricky words. They occur in stories regularly (said, what, where) but have unusual letter combinations (‘ai’ in the word ‘said’ makes the sound ‘e’).
Remind your child not to use Sound Talk to read Red Words but instead to ‘stop and think’.
Tell them the word if you need to.
Read the same book again and again
Children love reading the same book again and again. Their reading becomes speedier and they understand what they are reading.
- Encourage your child to read words using ‘Sounds in your head’
- Show your child how to read the story in a storyteller voice
- Share your enjoyment of the story when they read it again and again.
What do I do with the books my child has chosen to read with me?
One of the most important things you can do as a parent at home is read to your child.
Loving stories is important because children who love stories want to read stories for themselves. Children who read a lot become better readers.
Here are some top tips for story time:
- Make it a treat – introduce each new book with excitement
- Make it a special quiet time – cuddle up!
- Show curiosity in what you’re going to read
- Read the story once without stopping so they can enjoy the whole story. If you think your child might not understand something say something like ‘Oh I think what’s happening here is that…”
- Chat about the story e.g. I wonder why he did that? Oh no, I hope she’s not going to…
- Avoid asking questions to check what they remember
- Link to other stories and experiences you have shared e.g. this reminds me of…
- Read favourite stories over and over again – encourage your child to join with the bits they know. Avoid saying ‘not that story again!’
- Use different voices – be enthusiastic!
- Love the book – read with enjoyment
How can I help my child to spell words?
- Encourage your child to use Sound Fingers to spell words
- Ask your child to say the sounds in the word as they press the sounds onto their fingers
- Ask your child to then write the letters – if they get stuck, say the sounds again
- Praise your child for spelling using the sounds they know, even if their handwriting is not perfect.
How else can I develop my child’s language?
Children will have a large vocabulary if they are part of a ‘talk-a-lot’ family:
- Use every opportunity to talk with your child throughout the day – meal times, playing together, bath time
- Use new and ambitious vocabulary e.g. miserable instead of sad, stroll instead of walk
- Speak to your child in complete sentences
- Make up stories together – there’s no need to write it down.
Where else can I find information?
Watch video tutorials on https://www.ruthmiskin.com/en/find-out-more/parents/ to help you to understand more about Read Write Inc. Phonics and how to help your child read and write at home.
Other useful websites:
Ruth Miskin Facebook: https://www.facebook.com/miskin.education
Free e-books for home reading: http://www.oxfordowl.co.uk/Reading/
YouTube: