1. We are here to focus on this all day today
We are here to focus on this all day today. It is a whole school programme and the one consistent message that we have picked up from schools, teachers, heads who have experience of it is that it has top become whole school practice in order to be effective.
My disclaimer is that this is not a Read, write Inc. ppt or training materials but my information from training that Jan and I had along with a lot of reading of the materials. I will not know everything but I will find out for you if I don’t!

2. Context
Statistics from 2014 show that one in five children in England cannot read well by the age of 11.
16% of adults (around 5.8 million people) in England and Northern Ireland score at the lowest level of proficiency in literacy (at or below Level 1).
England's children have less positive attitudes towards reading than in many other countries: only 26% of 10 year-olds 'like reading' compared to nearer 50% in many countries surveyed.
Research shows that reading for pleasure is more important for children's cognitive development than their parents' level of education and is a more powerful factor in life achievement than socio-economic background.
Not a cheerful slide! Good reason for us to try to keep looking for better ways to support children’s learning in early reading and phonics.
Any particular statistics/ facts that stand out for you especially - TTYP

3. What’s different?
Sounds are taught with a link to their shape and formation rather than an action. Letter formation is taught alongside every sound from day 1.

4. Simple and Complex Sound charts

5. Special Friends AKA Digraphs!
Each set of special friends has a story to help the
children to recall it.
Lets have a look…
Some special friends have to be split up!

6. FRED FROG! 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
If children can understand Fred then they can
blend orally.
The children can then use Fred talk to blend when reading
Lets have a look…

7. FRED FINGERS… Fred also helps the children with spelling
We use our ‘Fred fingers’ and break the word up to spell it by talking like Fred.
We pinch the sounds onto each finger.
Initially we scaffold this by telling the children how many Fred fingers and then as children become more proficient they can decide the number of fingers needed.
Let’s have a look…

8. Reading Lessons
Read, Write, Inc. reading books are matched closely to the child’s reading within the phonics group.
The book will contain sounds that they already know and can therefore succeed with.
The focus sounds in the book will not be the same ones learned this week but from a few weeks ago so that children have become more practised with them and can speed read them.
Reading Books are used for teaching reading in school and are only taken home after the child has worked on them in school for a week.
There are 8 sets of books which become progressively harder through the 10 books in the colour set.
The books and support materials contain Green and red words – Green are phonically decodable and Red are common exception type words.
Red words are printed in red in the books as far as orange level

9. The. were full of sound: the stream
The ****** were full of sound: the stream ******** the rocks, the wind among the needles of the ***** *******, the chitter of insects and the cries of small arboreal ********, as well as the *********; and from time to time a stronger gust of wind would make one of the branches of a cedar or fir ****** against another and groan like a ******. It was a place of brilliant *********, never undappled; shafts of lemon-gold ********* lanced down to the forest floor between bars and pools of brown-green shade; and the ****** was never still, never constant, because drifting **** would often float among the tree-tops, filtering all the sunlight to a pearly sheen and bruising every ********* with ********** that glistened when the mist lifted.
Often suggested that children need to be able to read 90% and have 10% challenge. Not necessarily supportive for comprehension or enjoyment
Where were all your energies going then?

10. Green and Red Words
Green words are words which are phonically decodable for the children at their stage of reading.
Red words are those which we might think of as tricky words – phonically irregular.
Some red words are only temporarily red, until the child acquires more phonics knowledge (these are often shown with an asterisk.

11. Reading Lessons Each book will be read 3 times in school as a group.
1. Read for accuracy and decoding
2. Read for improved speed and fluency
3. Read for comprehension

12. First Read – day 1 (accuracy and decoding)
Speed Sounds from the story book
Story Green words
Speedy Green words
Red Word cards and challenge words
PARTNER PRACTICE
- Speed sounds
- Story Green words
- Red words
Story introduction
First read – children
Read Aloud - Teacher

13. Second Read – day 2 (speed and fluency)
PARTNER PRACTICE
- Speed sounds
- Story Green words
- Red words
Jump in (teacher reads and children take turns to track text)
Second Read (children) with improved pace
Think about the story
60 words per minute
Actually needs to be nearer 100 wpm to hold onto what they are reading
Go back to the text with 90% decodable and add 60 wpm – becomes a pretty frustrating read!

14. Third Read – day 3 (comprehension)
Third read (children)
Questions to talk about
- fastest finger questions
- have a think questions
Questions to read and answer

15. Reading at home
At the end of the weeks teaching 2 books are taken home –
The story book from the week for the child to enjoy with developing accuracy, fluency and comprehension
A library/ book corner book to share with a parent or carer
For more parent information visit the school website or

16. So how can you help your child?
By knowing the 44 pure sounds
By using the Speed Sound cards or books 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

17. What is that character thinking?
Have Fun Reading!
Read with your children for pleasure – make them love reading and want to read
Be seen reading!
Model expression and talk about the books you read – Thinking out loud!
Read books at a level beyond that at which your child can read.
Ask them questions….
What is that character thinking?
What is happening?