1. Read, Write Inc at Grange Primary School
Welcome

2. Let us start… What we believe:
That reading opens a door to all learning.
A child who reads a lot will become a good reader.
A good reader will be able to read challenging material.
A child who reads challenging material is a child who will learn.
The more a child learns the more a child wants to find out.
Therefore:
We must ensure that every child who goes through Grange Primary School, finds learning to read and write a rewarding and successful experience.

3. The Principles of Read, Write Inc
A systematic and lively programme
All staff have been trained directly by Read, Write Inc.
The children are grouped according to ability
The children read and write for an hour each day (4 days a week)

4. Who is it for? Foundation Stage plus
Older children who need to ‘catch-up’
Children new to English
In using Read Write Inc. we will ensure two things: That new children who come to our school read fluently by the age of 7. It also catches those children who have already slipped through the net; those who are struggling. Read Write Inc. teaches all these children to read. EAL, SEN, dyslexic children also learn on this programme.
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5. 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
Talk a lot about what they have read to show they understand
Listen to and discuss other ideas to deepen understanding
This is comprehending
Hold up some set 1, 2 & 3 cards as you say the 1st & 2nd bullet point but don’t explain further yet!
Hold up some RWI storybooks as you say the 3rd bullet point but don’t explain further yet
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6. Learning the code Children learn a simple code first
Explain that this chart shows just one grapheme per sound. We divide them into set 1 and set 2 & we systematically teach set 1 & blending and then set 2 and then we go on to the full chart which includes set 3. Don’t go into detail – say this is just to explain the basics. Quickly ‘show-off’ by whizzing through the chart in pure sounds!
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7. f l m n r s v z sh th ng nk b c k d g h j p qu t w x y ch a e i o u ay
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
Vowel: bouncy
Vowels: stretchy a e i o u ay ee
igh ow
Explain that there is an audio guide on the Ruth Miskin Literacy website and a downloadable parent letter which gives guidance on pure pronunciation but you should go through these sounds quickly with parents using My Turn/Your Turn.
Stress you must not use letter names at this stage – just pure sounds. Stress getting rid of ‘ugh’ to help blending. Parents usually love this bit! Make it fun! Set 1 then long vowels in Set 2.
Explain that when the children are taught the sounds they use the cards and a multi-sensory approach – hold up the cards again. oo ar or
air ir ou oy
Set 1 sounds
Set 2 sounds

8. What is the Phonics Screening Check?
A statutory assessment for all children in Year 1
It will take place during the week commencing 15th June 2015
It is to confirm whether individual children have learnt phonic decoding to an appropriate standard

9. What does the Phonics Screening Check comprise of?
40 words:
A mixture of real words and
pseudo-words

10. Examples of real words:
week slide
chill newt
grit strap
start rusty
best dentist
hooks starling

11. Examples of pseudo-words:
ot vap osk tabe

12. The Phonics Screening Check
Most likely with their class teacher
One to one with each pupil in a comfortable
room
Lasts approximately 7-10 minutes

13. So how can you help your child? The ‘Speed Sounds’
Speed Sound Chart (In Pack)

14. So how can you help your child?
By knowing the pure sounds
By using the Speed Sound cards (optional) 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
Say that these are the things we have gone through (briefly – only able to touch surface in this short session!) but there are other things you as parents & carers can do at home. See next few slides.
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15. 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!”
Give a couple of examples e.g. Where is your c_oa_t? Time for b_e_d! Make sure your child can tell you what the word is.
Stress only single syllable words (no Fred Talking multi-syllabic words) and only the last word in a sentence or it gets very silly! E.g. P_u_t o_n y_our b_l_ue c_oa_t (you’ll never get out!).
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16. And...
By reading to your child lots of lovely stories and asking lots of questions!
Use these prompts to help you:
What is that character thinking?
What do you think
happens next?
What is happening?
Reading to your child lots of lovely stories that are at a higher level than your child can read yet.
School might want to make these prompts, laminate them and send them home in book bags?
What is happening in this part of the story?
What is the character saying?
What do you
think that character is
feeling now?
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17. 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....!
Explain that a rich vocabulary is essential for high levels of comprehension. The more words your child has in his/her head when they come to school, the quicker they will understand when they read, e.g.
“Wow that’s a big dog!”
“Wow that’s an enormous dog!”
“Wow that’s a massive dog!”
Quicker their understanding (comprehension) when they learn to read (decode) the words.

18. By
Give better examples if you want to!!
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19. And...
By having a look at the parents’ pages on the web for tips and resources for supporting your child at home:
Pronunciation Video Clip
Hold up an example of these resources.
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