1. Welcome to our Read Write Inc. Parent Information Session
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Before we start:
Please take a few seconds to write on a post it note anything you would like to find out about phonics or reading in Early Years and post it in our ‘post it car park’
We will check at the end if we have addressed your queries and if not we will try to answer at the end.
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3. What do you know about reading?
Write down what you know about reading.
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4. What is Read Write Inc Phonics?
A rapid learn to read programme
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5. Why Read Write Inc Phonics
Tried and tested over many years
Systematic and structured
Early success in reading
Year 1 phonics test
Ofsted recommendations
Establish consistency in way phonics is taught
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6. How does it work at St Michael’s?
One hour per day, 1.00 – 1.30 , five days per week
Ability groups
Small groups
Reading and writing in every session
Sounds
Green words
Red words
Reading books
Get writing books
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7. How does it work? Ruth Miskin downloads and videos
Watch 2 4
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Sounds
Children
learn 44 sounds and matching letters/letter groups
learn to blend sounds to read words
read lots of specially written books
This is called decoding
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How does it work?
Children
Talk a lot about what they have read to show that they understand
Listen to and discuss other ideas to deepen understanding
This is called comprehending
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Grouping children
Each stage of RWI is denoted by a colour. There are groups of various colour depending on need.
Staff have been trained in delivery of RWI as RWI teachers.
Regularly assessed
Flexible
Supported by 1-1 sessions
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Sounds
All words are made up of sounds There are 44 sounds in the English language Spanish has 24 speech sounds. Italian has 27 speech sounds. Finnish has 21 speech sounds.
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Graphemes
A grapheme is a sound written down English has more than 150 graphemes A complex code!
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If English had a simple code spelling and reading would be much easier -
play mayk trayn cafay strayt wayt brayk
green dreem kee hee happee
light kight fligh Igh tigh
blow smowk flowt gow mowst
moon broot bloo groo
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14. Children learn a simple code first
Simple speed sounds chart
Consonants - stretchy f l m n r s v z sh th ng nk
Consonants - bouncy b c k d g h j p qu t w x y ch
Vowels - bouncy
Vowels - stretchy a e i o u ay ee
igh ow
Vowels - stretchy oo ar or
air ir ou oy
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Children will learn the 44 sounds through simple picture prompts
And write the sounds through simple rhymes
“Maisie mountain mountain”
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Children learn to read real and nonsense words by blending sounds together
Real words like -
d-i-g m-u-d p-i-n
Nonsense words (sometimes called alien words) like –
tam ped flum
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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.
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Fred
If children can understand Fred then they can blend orally
Blending is needed for reading
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Fred
Fred helps children learn to spell as well
Children convert words into sounds
They press the sounds they hear on their fingers
We call this Fred Fingers
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21. Progression through RWI
Set 1 sounds
Set 2 sounds
Set 1 sounds – all letters of the alphabet plus sh, th, ch, nk, ng
Segmenting and blending CVC words
Set 2 sounds - ay, ee, igh, ow, oo, oo, ar, or, air, ir, ou, oy
Red words introduced
Red Ditty books
Green and Purple books
Get writing books
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Storybooks and Get Writing books
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23. Progression through RWI
Set 3 sounds
Literacy and Language
A complete literacy programme for fluent readers
Gives every child a deep understanding of what they read using the special 'three reads' approach
Fully prepares every child for writing using a planning, drafting and revising method
Teaches grammar in context so that children can apply it seemslessly in their own writing
Supports the grammar and punctuation aspects of the Key Stage 1 and 2 tests
Includes practice tests to build confidence prior to statutory assessment
Creates articulate speakers where children justify their answers and learn how to debate.
Set 3 sounds – ea, oi, a-e, i-e, o-e, u-e, ar, are, ur, er, ow, ai, oa, ew, ire, ear, ure
More complex and lengthy reading books- more opportunities for segmenting and blending.
Questions to answer- find it prove it.
Questions to read and answer (independent)
The aim is to achieve fluent reading by age 7.
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Beyond RWI
The aim is to achieve confident, fluent and expressive readers
Once they have achieved this they will no longer need RWI
Children will then access ‘Literacy and Language’
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25. So how can you help your child?
By helping them know their 44 pure sounds
By practising saying and writing speed sounds
with your child
By knowing how to blend using Fred Talk for reading
By knowing how to support your child using Fred Fingers for spelling
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And…..
By encouraging your child to use the new phrases to write the letters
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’
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And….
By having quality reading time not necessarily quantity
Support your child to read all the time – signs, labels, recipes etc
Read to your child even when they can read well – 77% of 7 yr olds are not read to at home
By writing in their reading record books even just to let us know they have read to you at home.
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28. And…. By reading a variety of books
By reading to your child lots of lovely stories and asking lots of questions!
Use these prompts:
What is the character thinking ?
What do you think happens next?
What is happening?
What is the character saying?
What do you thing that character is feeling now?
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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 gobble up our lunch now.’
‘Let’s devour our lunch now.’
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And…..
By enriching conversations through descriptions:
“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.
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And….
By having a look at the parents page at
www. Ruthmiskinliteracy
By asking their class teacher or teaching assistant any questions about phonics teaching or reading
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Our reading scheme
We have reorganised our reading scheme books to support and recognise our use of RWI phonics
Children will bring home a phonetically de-codable book which matches their phonics group ability
They will also bring home a supporting book which isn’t completely phonetically decodable such as an Oxford Reading tree book which might require your support to read some of the words. Please don’t encourage them to sound out these non-decodable words
They will also bring home their red or tricky words to read or spell (these again are not decodable and have to be learnt by sight)
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Reading
Good role models – Dads/Grandads/brothers/uncles
School need to do their bit to provide good reading role models within school.
To be life long readers – need ownership of a book.
Scatalogical – following their own interests – illustrated dictionaries/comics/picture atlas/information/short chapters/pictures/humour – MOLE
Enrol them in library
If pupils are to maximise potential must have parental involvement and we must all have high hopes for their future.
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34. Reading in the Early Years
Literacy in the Early years includes talking about books, looking at print in the environment, early mark making and writing as well as sharing books with others and reading.
Reading includes a lot more than just reading books.
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35. Top tips for reading bedtime stories
Michael Rosen tells us
‘From the day our children are born (yes) to the day they tell us to stop, we should read to them’
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