1. Phonics Workshop Aims for the session:
Introduce the RWInc programme for teaching reading, writing and spelling
Share teaching methods and ways you can support at home

2. The simple view of reading

3. Decoding Skills The t wed the wi.
The wi dropped   limy newt into  big  auldron.
He  ould  ee   mll  mile on the f   of the wi.

4. Decoding Skills The t wed the wi.
The wi dropped   limy newt into  big  auldron.
He  ould  ee   mll  mile on the f   of the wi.
 = c 

5. Decoding Skills The t wed the wi.
The wi dropped   limy newt into  big  auldron.
He  ould  ee   mll  mile on the f   of the wi.
= c
 = tch 

6. Decoding Skills The cat watched the witch.
The witch dropped a slimy newt into a big cauldron.
He could see a small smile on the face of the witch.

7. Read Write Inc

8. What is RWI?
Read Write Inc is a systematic and lively approach to teaching phonics, reading, writing and spelling.
Children will learn the 44 phonemes that make up the English language and their corresponding graphemes.
They will then blend these to read and segment words to spell.

9. The Grove Wood Way
Children are taught RWI daily in groups of similar ability.
They are assessed regularly and moved through the programme at their own pace.
They continue to bring home books to read and share with you. These books are not read in school.

10. When will your child read in school
They will read in every read write inc session, with a partner, with a teaching assistant or with their teacher. Throughout the workshop we will show you how we do that.

11. The Journey
Every lesson includes revision of sounds taught and the teaching of new sounds. We call this a speed sounds session.
A typical session will consist of the following:
Speed sounds
Ditties/ Story books (fiction and non-fiction)
Get Writing!
RWI spelling

12. Where To Next?
Once children have completed the RWI programme they will move onto a Language and Literacy programme and also start the Get Spelling programme!
The use of phonics as a basis for teaching spelling and reading will continue.

13. How to help at home
Sound Buttons Use pure sounds Don’t use letter names when decoding (reading) Use letter names for spelling once the children have learnt one way of making each of the 44 phonemes – The end of speed sounds 2

14. Speed Sounds 1 Children must know all the sounds confidently.
Nonsense words are used to check children’s decoding skills. E.g. sploish
Order sounds are taught in:
m a s d t i n p g o c k u b f e l h sh r j v y w th
z ch qu x ng nk
These sounds are taught as bouncy sounds or stretchy sounds.

15. Speed Sounds 1 Session Example
Say g-g-g-g-g
Show picture cards
g-g-g-g-girl, g-g-g-g-glasses, g-g-g-g-gate, g-g-g-g-goat
Children then learn what the sound looks like and practise air writing the sound whilst repeatedly saying the sound.
Children then Fred talk words using sounds previously learnt.
p-i-g, g-a-p, d-i-g, g-o-t, d-o-g

16. After children have learnt the first five sounds in set one they will go on to do a word time session.
This is where they begin to make words by using sounds they have been taught.
This can be done using magnetic letters and could also be revisited at home.

17. Speed Sounds 2 Long vowel sounds. Order sounds are taught:
ay ee igh ow oo oo ar or air ir ou oy

18. Speed Sounds 2 Session Example
Talk about the picture and say the phrase on the card. MTYT (My turn your turn)
Fred talk words on the card
Show children the grapheme – point out on chart - can they say the sound and phrase?
Children then Fred talk and read green words containing the new sound.
Children then use Fred fingers to write words containing the sound.
Revise sounds learnt so far (there you are?)

19. Grotty graphemes “What a nightmare!”
x x
put know X
oven there

20. Speed Sounds 3
Up until now the children will have only learnt one grapheme for each sound (with a few exceptions – what a nightmare!) During set 3 they are taught other ways of writing the same sounds and use letter names to spell the words.

21. Speed Sounds 3 Order sounds are taught:
ea oi a-e i-e o-e u-e aw are ur er ow ai oa ew ire ear ure

22. Speed Sounds 3 Session Example
Talk about the picture and say the phrase on the card. MTYT
Fred talk words on the card
Show children the grapheme – point out on chart - can they say the sound and phrase?
Children then Fred talk and read green words containing the new sound.
Children then use Fred fingers to stamp on the sounds and then write on the letter names to spell words containing the sound.
Revise sounds learnt so far (there you are?)
Read and write words with previously taught sounds. Distinguish between correct grapheme for each word.

23. What Next? Reading and Writing Activities Using the Story books
Talk, talk, talk
What I can say today, I can write tomorrow
Developing a new and rich vocabulary
Blend and segment for reading and spelling
Develop interesting, well spelt and grammatically correct writing
Edit and proof read our own work

24. How long will it take us to do all that?
Not very long!!! Timetables

25. Get Reading Activities
Practise reading the speed sounds Read green, red, challenge words Vocabulary check Introduce the story Read the story – Once – for decoding Read the story – Twice – for meaning Questions to talk about, Questions to answer Speed words Read the story – Third time – for fluency and expression

26. Get Writing Activities
Hold a sentence – during this activity the teacher models a sentence for the children to remember. They will say it out loud and then use different techniques to help remember it. This may include acting it, clapping it, jumping it, wiggling it and DJ scratching it! Children will then write the sentence down and put in the punctuation.
She pushed her fat bottom right into the oven!

27. Build a sentence – during this activity children will build up their own sentence around a focus word.
I like food…
I love chocolate…
I adore scrumptious, delicious, gooey chocolate cake smothered in rich, creamy vanilla ice cream!
We use partner work and word waves to generate ideas.
Children then write their own sentence based on the one created as a class.

28. Edit a sentence – children are given a sentence with mistakes to correct. This may include spelling errors, missing capital letters, full stops or other punctuation.
Composition – the reading, spelling and writing activities throughout the week lead up to two extended writing compositions. These will include a range of writing styles such as recounts, stories, poetry, instructions, reports, posters, labels, postcards etc.

29. Thank you for taking part so enthusiastically ...
Give yourself a whoosh!!!