Mrs Waldron Key Stage 1 Leader

Today’s session  A quick overview of the Read Write Inc programme  A look at the new Home reading structure  How to use the reading books with your child  Any questions  Future reading workshops

7/2/2016 Why synthetic phonics? “Synthetic phonics offers the vast majority of young children the best and most direct route to becoming skilled readers and writers” Sir Jim Rose Rose Review of Reading 2006

 ‘Effective teachers are highly trained to instill the principles of phonics, can identify the learning needs of young children, and recognise and overcome the barriers that impede learning.’  HMI Ofsted report on ‘Reading by Six’  December /2/2016Copyright Ruth Miskin Literacy ‘Reading by six: How the best schools do it’

7/2/2016 Why Read Write Inc Phonics?  Tried and tested over many years  Systematic and structured  Early success in reading  Training and ongoing staff development

7/2/2016 What is Read Write Inc Phonics?  A rapid Learn to read programme so children can…  Read to learn for the rest of their lives

Basically, the lessons are made up of:  Learning new sounds, then practising reading individual words.  Reading storybooks containing sounds they have learned.  Completing a variety of speaking and writing activities linked to the storybooks they have just read.  Learning new words and their meanings to use in their own writing

7/2/2016 Who is it for?  4 year olds plus  Older children who need to ‘catch-up’  Children new to English

7/2/2016 How does it work? Children:  Learn 44 sounds and matching letters/letter groups  Learn to blend sounds to read words  Read lots of specially written books This is decoding

7/2/2016 How does it work? Children:  Talk a lot about what they have read to show they understand  Listen to and discuss other ideas to deepen understanding This is comprehending

7/2/2016 Sounds All words are made up of sounds In English there are 44

Pronouncing the sounds! 7/2/2016

Graphemes A grapheme is a sound written down English has more than 150 graphemes A complex code! You

Chart  This chart shows the most usual graphemes for the 44 sounds 7/2/2016

The complex English alphabetic code

Learning the code Children learn a simple code first 7/2/2016

play mayk trayn cafay strayt wayt brayk green dreem kee hee happee light kight fligh Igh igh tigh blow smowk flowt gow mowst moon broot bloo groo If English had a simple code spelling and reading would be much easier!!

 c-a-t  ch-a-t  l-igh-t  c-r-a-sh

How can you help your child? By...  Saying the 44 English sounds in a pure way  Knowing the letters and groups of letters (graphemes) used to read and write the sounds  Understanding ‘Fred’ and how he helps with reading and spelling

flmnrsvzshthng nk bcdghjpqutwxych k aeiouayeeighow oo arorairirouoy Set 1 soundsSet 2 sounds Consonants: stretchy Vowels: stretchy Consonants: bouncy Vowels: bouncy

flmnrsvzshthng nk ff ph ll le mm mb nn kn rr wr ss se c ce vezz s ti ci bckck dghjpqutwxych bbck ch ddggg ge dge ppttwhtch aeiouayeeighow eaa_e ai y ea e i_e ie i o_e oa o oo arorairirouoyireearure u_e ue ew oor ore aw au areur er owoi

Fred...  Fred helps children learn to read Fred can only talk in sounds... (Fred can only say c_a_t, he can’t say cat) We call this Fred Talk 7/2/2016

Copyright Ruth Miskin Literacy  If children understand Fred they can blend orally Blending is needed for reading Fred...

 Fred helps children learn to spell as well! Children convert words into sounds They press the sounds they hear on to their fingers... We call this Fred Fingers 7/2/2016

RED WORDS – words that cannot be sounded out to make the word (these need to be learned ‘by sight’ – also known as key words) For example: saidwant wasone GREEN WORDS – words that if you stretch them out all the sounds can be heard (you can ‘sound them out’) For example: dig dressshipthree

Read Write Inc Lessons Teaching the sounds: support/42/index.html Assisted Blending: support/45/index.html Red Ditty Books: support/53/index.html Oral Sentence Building and Writing support/32/index.html 7/2/2016

Storybooks and Get Writing Books 7/2/2016

We are teaching your child to read But parents play a significant role:  in developing their child’s love of reading and books.  By praising, celebrating and recognising achievements parents can make their child’s journey to becoming a reader much, much more enjoyable.  Widening their child’s vocabulary through reading  Developing a wider knowledge of stories and texts in preparation for children’s writing

Home Reading Books – there are 3 books that we will be sending home 1. ‘I Can’ book - The new Read Write Inc book (labelled ‘I Can... read this confidently’ ) Your child will have already read this at school and will have been taught all the sounds that make up the words in the book. They should be able to read MOST words without any help. This book will be given to your child by their Read Write Inc teacher. They might not get a new ‘I Can’ book every week.

 This book does have some structured activities inside that you could do with your child before and after they have read it.  We want this book to be a way of the children ‘showing off’ their reading skills to you. So give lots of praise and encouragement and celebrate when they read it confidently. Tell them how much their reading is improving each time they bring an ‘I Can’ book home.  They can read it to themselves at bedtime, you or another relative (an older/younger brother or sister) or even to a cuddly toy!  This book will have a return date label clipped to the front. Please do not remove the label, and make sure it is returned to school by the date requested.  There is no need to record this book in the Home Reading record book as we record that your child has read this book at school.

The new ‘I Can..’ books will start to be sent home at the end of this month!

2. ‘We Can’ book – from the coloured book banded scheme (labelled ‘We Can... read this book together’ ) This book is closely matched to your child’s current reading level, but they will not have been taught all the sounds in all the words in the book. They will not be successful in reading the book without help. This book can be changed as soon as the child has read it, but it is always a good idea to read the book more than once before returning it.

 Your child should try to read some/all of the book but you will need to help them. This is not cheating! This book is extra reading practise so that your child can have experience of even more stories and learn more vocabulary  If they come across a tricky word don’t force your child to sound it out...tell them the word, ask them to say it too and then talk about what the word means  You might read the book to your child once before you try to read the book together with your child joining in where they can  You could take turns to read a page each or your child might just join in with words and phrases that are repeated  This book should be recorded in the Home Reading record book and signed before returning to school.

3. A library book This book is completely your child’s free choice from our very well stocked library. Your child may choose stories, information books, poems, puzzle books or plays.  We hope that this book will encourage your child to get into the habit of reading a book for enjoyment’s sake  They might just want the book for the illustrations or the photographs in it. That’s OK...just spend some time talking about the pictures!  This is a book that you can read for your child entirely. Just as long as you both enjoy it... We try to change library books regularly on a weekly basis.

Activities within the new ‘I Can’ books BEFORE READING THE MAIN STORY: Read the Green and Red words page (and the Challenge Words if they appear):

Activities within the new ‘I Can’ books BEFORE READING THE MAIN STORY: Read the Vocabulary Check page:

Activities within the new ‘I Can’ books AFTER READING THE STORY: Do the Questions to Talk about activity: (Don’t do the Questions to Read and Answer page)

Activities within the new ‘I Can’ books AFTER READING THE STORY: Do the Speed Words activity on the last page:

So how can you help your child?  By knowing the 44 pure sounds  By using the Speed Sound cards with your child  By knowing how to blend using Fred Talk for reading m_a_t  By knowing how to do Fred Fingers for spelling 7/2/2016

And...  By having fun with Fred Talk at home! “What a tidy r-oo-m!” “Where’s your c-oa-t?” “Time for b-e-d!” back, head, tum, leg, hand, foot, knee coat, hat, scarf, zip, sock, glove run, walk, skip, hop, fast, slow, stop, shop red, blue, green, black, knife, fork, spoon, plate, bowl, pan bread, cheese, meat, soup, jam, cake 7/2/2016

And...  By reading to your child lots of lovely stories and asking lots of questions! Use these prompts to help you: 7/2/2016 What is that character thinking? What is the character saying? What do you think that character is feeling now? What is happening? What do you think happens next?

And...  By talking to your child as much as possible and ‘feeding’ them new and different words: “Let’s eat our lunch now.” “Let’s munch our lunch now.” “Let’s scoff our lunch now.” “Let’s devour our lunch now!” You’re looking...not just...but... I’m not just... I’m....!

And...  By enriching conversations through description: “Look at that rain. It looks like little diamonds sparkling on the window pane!”  By having fun with words and language. “I’m as hot as a spud in a cooking pot!”  By praising your child for using new words or interesting images 7/2/2016

How can you help your child? Share books at home Ask your child about what they have learned in their Read Write Inc lesson and get them to teach you Please do not use letter names when sounding out new words Use lots of praise Attendance and punctuality Keep all books in their book bag

And...  By having a look at the parents’ pages on the web for tips and resources for supporting your child at home: or (RWI resources are published by Oxford University Press) And on our website: AboutAbout Us/Curriculum/Literacy 7/2/2016

Thank you... 7/2/2016 Happy reading!