Read Write Inc (RWI) Phonics
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
What is Read Write Inc?
Read Write Inc (RWI) is a phonics complete literacy 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. It also allows them to spell effortlessly so that they can put all their energy into composing what they write. The children are assessed by the RWI lead teacher and grouped according to their ability. Small group phonics lessons are taught daily by trained staff and there are consistent expectations across the range of abilities. At the end of each half term the children are assessed to check on their progress and regrouped.
Children learn sounds in school which help them to read and write. They then practise these skills through reading 'Book Bag Books' at home which are specifically pitched to both consolidate learning and provide challenge in an engaging and fun way!
The programme is designed for children aged 4-7. However, at Tritlington we begin to expose children in Nursery to skills that will help them access the taught programme in Reception. We continue teaching RWI to children beyond the age of 7, as we use a stage not age approach.
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 my child be taught to read?
We start by teaching phonics to the children in the Reception class. This means that they learn how to ‘read’ the sounds in words and how those sounds can be written down. This is essential for reading, but it also helps children learn to spell well. We teach the children simple ways of remembering these sounds and letters.
- 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
- Work well with partners
- Develop comprehension skills in stories by answering 'Find It' and 'Prove It' discussion questions
- 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
- They work 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
Progressing through the stages
Children follow the same format as Early Years but will work on complex sounds and read books appropriate to their reading level. Once children become fluent speedy readers they will move on to the RWI Spelling programme.
Five key principles underpin the teaching in all Read Write Inc. sessions:
Purpose – know the purpose of every activity and share it with the children, so they know the one thing they should be thinking about
Participation – ensure every child participates throughout the lesson. Partnership work is fundamental to learning
Praise – ensure children are praised for effort and learning, not ability
Pace – teach at an effective pace and devote every moment to teaching and learning
Passion – be passionate about teaching so children can be engaged emotionally.
Children will be taught how to read as follows:
Before you start to teach your child, practice saying the sounds yourself. 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.
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 children are taught the sounds in 3 sets.
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.
|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|
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 are made up of the sounds the children are learning e.g. d-u-t (dut), d-oi-n (doin), h-e-sh (hesh).
Children will be introduced to ‘Ditty books’ when they successfully begin to read single words. The short vowels should be kept short and sharp:
Children use sound-blending (Fred Talk) to read short ditties. They will bring these home once they have read and discussed the book in class. Children will then be challenged to use their developing phonic knowledge to write short sentences.
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.
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. You may have heard your child talking about ‘hold, edit or build a sentence’.
Hold a sentence is an activity that encourages children to remember a whole sentence while focusing on spelling and punctuation.
Build a sentence is to give children the opportunity to create their own sentence to that shows the meaning of a word and edit a sentence allows the children to critique a sentence using their knowledge of spelling punctuation and grammar. Children complete a longer piece of independent writing, which gives them the opportunity to show off their creativity and to practice their spelling, grammar and punctuation.
Order of Story books: Children will hopefully follow the order listed below. The expectation is that all children will leave Year One as confident speedy readers, ready to take on the challenges of Year Two. However, some children may need extra support and your teacher will talk to you about this.
|Books||Green Words in Books|
|Red Ditty 1-10||Click here to help your child|
|Green 1-10||Click here to help your child|
|Purple 1-10||Click here to help your child|
|Pink 1-10||Click here to help your child|
|Orange 1-12||Click here to help your child|
|Yellow 1-10||Click here to help your child|
|Blue 1-10||Click here to help your child|
|Grey 1-13||Click here to help your child|
Read Write Inc guide for parents
The following link provides lots of free Read Write Inc. Phonics resources to help your child, including eBooks, practice sheets and parent films.