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Phonics

What is Read, Write, Inc?

"Since the introduction of the Read, Write, Inc. programme in April 2015, we firmly believe it is has contributed to raising our Literacy standards"
- Martin Atkinson, Phonics Leader.


Read, Write, Inc. is an inclusive literacy program for all children, it develops a range of skills enabling all learners to achieve their full potential. All lessons are lively, exciting and fully engaging, reinforcing our creative approach to teaching. Learning is structured with purpose, pace and passion allowing pupils to progress through the units at an accelerated rate. The stimulating resources are carefully chosen to develop the essential skills of reading, writing, thinking, speaking and listening.
The children are assessed and grouped according to their ability. 

The children work in small focused groups with a teacher or teaching assistant. 

At the end of each half term the children will be assessed again to check they have made progress.  In addition to the Read Write Inc program the children will also be working on reading,  writing  and oracy skills in their classes with their class teacher.

Reading
Using Read Write Inc the children learn to read effortlessly so that they can put all their energy into understanding what they read. When using 'Read Write Inc' to read the children will:

* Learn 44 sounds and the corresponding letter/letter groups using simple picture prompts
* Learn to read words by blending the sounds together
* Read lively stories featuring words they have learnt to sound out
* Show that they understand the stories by answering 'Find It' and 'Prove it' discussion questions.
 
Writing
Read Write Inc allows the children to spell effortlessly so that they can put their energy into 
working out what they want to write. When using 'Read Write Inc' to write the children will:

* Learn to write the letters/letter groups which represent the 44 sounds (graphemes)
* Learn to write words by sounding them out and then writing the corresponding graphemes
* Learn to write simple and then increasingly complex sentences
* Compose a range of texts using discussion prompts
* Compose stories based on picture strips.

The children are taught the sounds in 3 sets.

 

Step 1:

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.

 

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.

Here is a link on how to pronounce the sounds correctly. 

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

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?

 

Step 3:

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.

Once your child has been introduced and taught these words in school we will send them home for you to continue practicing with your child.

 

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. The children will then be able to retake the check in year 2 so that we can track pupils until they are able to decode. It is made up of 20 real words and 20 fake (alien words) that the children have to read.

An example of a previous years phonics screening check can be found here: 
 https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/715823/2018_phonics_pupils_materials_standard.pdf.pdf 

What can I do to help my child at home?
* Revise the sounds taught in class.
* Practice the given spellings and discuss the meanings of the words.
* Read regularly with your child, encouraging the pleasure of reading within different genres.
* Look for opportunities for your child to enhance their reading skills by alternatives means, such as food packaging, road signs, web pages, posters, magazines and newspapers.
* Play phonics games using the ditty storybooks (bingo, snap)
Useful websites so support phonics at home:

https://new.phonicsplay.co.uk/

 

http://www.familylearning.org.uk/phonics_games.html

 

https://www.ictgames.com/mobilePage/literacy.html

For any further information please feel free to contact Mr Atkinson (Phonics leader)