What is Read Write Inc?
Read Write Inc (RWInc) 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. The programme is designed for children aged 4-7. However, at St Joseph’s we begin the programme in Nursery and will continue teaching RWInc to children beyond the age of 7 if they still need support in their reading.
RWInc was developed by Ruth Miskin and more information on this can be found at https://ruthmiskin.com/en/find-out-more/parents/.
How will RWInc be taught?
All children are assessed regularly by our RWInc lead teacher so they work with children at the same level. This allows complete participation in lessons.
When appropriate, children will be introduced to the initial sounds in short five minutes sessions.
In Reception all children will learn how to ‘read’ the sounds in words and how those sounds can be written down.
learn 44 sounds and the corresponding letters/letter groups using simple picture prompts – see below
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
Year One & Year Two
Children follow the same format as Reception but will work on complex sounds and read books appropriate to their reading level. Daily sessions of RWInc phonics last for one hour. Once children become fluent speedy readers they will move on to the English Skills lesson.
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, practise saying the sounds below. These are the sounds we use to speak in English.
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.
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|
Please do not use letter names at this early stage
To hear how to pronounce sounds correctly, watch the following video:
Children will also use pictures for each sound to help recognise the sound and then form the shape of the sound.
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||oa: 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.
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 home a Book Bag Book, which we hope you will share with your child across the week. 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 practising with your child.
During the RWInc 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.
A spelling is part of the RWInc programme. Children will use ‘Fred fingers’ to first sound out a word before they write it down. Children learn how to spell rather than just get tested. Furthermore, this way of teaching spellings allows children to use Fred fingers whenever they get stuck with spelling a word. Children pinch each sound on fingers before writing the word.
Order of Story books: Children will 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||Year Group Expectations||Green Words in Books|
|Red Ditty 1-10||Reception||See the grid below|
|Green 1-10||Reception||See the grid below|
|Purple 1-10||Reception||See the grid below|
|Pink 1-10||Reception/Year One||See the grid below|
|Orange 1-12||Year One||See the grid below|
|Yellow 1-10||Year One||See the grid below|
|Blue 1-10||Year One||See the grid below|
|Grey 1-13||Year One/Year Two||See the grid below|
To help at home:
Your child will start to bring books home when they are confident readers. Each week they will bring home a Book Bag Book linked directly to the RWInc book they have shared in school. Please share the book, talk about the pictures and encourage your child to read. Please revisit this book so your child becomes really familiar with the words and in doing so their fluency will develop. If they need to sound out a word, that is fine. Please give lots of praise!
They also will bring home a colour banded book, which they can change each day after they have shared and read the book with you at home. Once again please give lots of praise!
If you have any other questions about RWInc, please see your class teacher or see Miss Hopps.
The colour banded books match up with the RWInc books in this way:
Useful websites for Parents
Please find a list of websites that you may find useful in helping you and your child learn about phonics. Games and fun activity websites are also included.