Phonics – RWI
Every child deserves success right from the start.
We know that the sooner children learn to read, the greater their success at school. This is why we put reading at the heart of what we do.
We use a programme called Read Write Inc. Phonics to teach our children to read and write. Some children complete the programme in Year 1 and others in Year 2. Children in KS2 who need extra support follow this programme too.
During this time, we group children by their reading progress for a daily Phonics lesson (between 20 to 45 minutes dependent upon year group) and re-assess children every half-term so we can place them in the group where they’ll make the most progress. We provide extra one-to-one sessions for children who need a bit of a boost to keep up.
How do we make phonics easy for children to learn?
Read Write Inc. Phonics depends upon children learning to read and write sounds effortlessly, so we make it simple and fun. The phonic knowledge is split into two parts.
First we teach them one way to read and write the 40+ sounds in English. We use pictures to help, for example we make ‘a’ into the shape of an apple, ‘f’ into the shape of a flower. These pictures help all children, especially slower-starters, to read the sounds easily. Children learn to read words by sound-blending using a frog called Fred. Fred says the sounds and children help him blend the sounds to read each word.
Then we teach children the different spellings of the same sounds, for example, they learn that the sound ‘ay’ is written ay, a-e and ai; the sound ‘ee’ is written ee, e and ea. We use phrases to help them remember each sound for example, ay – may I play, a-e – make a cake?
Set 1 Sounds
These are taught along with rhymes to help children form the letters correctly and instantly recognise sounds ready for blending
Set 2 Sounds
Nonsense Words
As well as learning to read real words, children have plenty of opportunity to apply their blending skills to read nonsense words (also known as alien words). These words are a key feature of the Year 1 Phonics Screening Check.
Set 3 Sounds
How do we ensure children can read every book?
The first thing we do is to give children books we know they can read – without any guessing. (We read lots of other stories to them, but do not expect them to read these for themselves until they start to read the Grey Storybooks.)
Before they read the story, they sound out the names of characters and new words, practise reading any of the ‘tricky Red’ words, and we tell them a thought-provoking introduction to get them excited about the story.
Then, over three days, children read the story three times: first to focus on reading the words carefully; the second to help them read the story fluently; and on the third, we talk about the story together for example, how characters might be feeling and why. By the time children read the story at home, they will be able to read it confidently with expression.
How do we teach children to spell confidently?
We teach children to spell regular words using ‘Fred Fingers’: we say a word and then children pinch the sounds onto their fingers and write the word, sound by sound.
We teach tricky words with Red Rhythms. We say the tricky letters in a puzzled voice and build the letter names up into a rhythm, for example, s-ai-d.
How do we make writing simple for children to learn?
We teach handwriting, spelling and composition separately, gradually bringing each skill together step-by-step.
We teach children to form letters with the correct pencil grip and in the correct sitting position from the very beginning. They practise handwriting every day so they learn to write quickly and easily.
Once children can write simple words, we teach them to ‘hold’ a sentence in their heads and then write it with correct spelling and punctuation.
Very soon children are able to write down their own ideas. We try out different sentences together, drawing on new vocabulary and phrases from the Storybook they’ve just read. They practise saying their sentences out loud first so they don’t forget their ideas while they’re writing. They also learn to proofread their own writing using ready-made sentences containing common grammar, punctuation and spelling errors.
How do we assess and track children’s progress?
For children to make the best possible progress, they will read Storybooks closely matched to their reading level, every day.
This means we group children by their word reading and fluency – not by their progress in comprehension or writing, or by their age.
Every half-term, we assess all children using the RWI online assessments to ensure they are placed in the correct group.
We track each child’s individual progress on the online assessment tracker. We use this to identify children who need more support through daily one-to-one tutoring.
How are slower progress readers supported?
We identify those children who are at risk of falling behind their peers immediately.
We make sure children ‘keep up not catch up’ from Reception.
The slowest progress readers receive one-to-one tutoring, in addition to their group session in the morning. Children practise reading sounds speedily, learn to blend sounds into words and read a Storybook that is matched to the sounds they know and the quantity they can read.
What are the expectations of children’s progress on the Read Write Inc. Phonics programme?
After two years of implementation, it is expected that:
- Reception children will be able to read Green Storybooks by the end of the summer term.
- Year 1 children will be able to read Blue
- Year 2 children will have completed the Phonics programme by the end of the spring term.
We have high expectations for our children to meet the expected standard in the Phonic Screening Check at the end of Year 1, and help all children to be accurate and fluent readers by the time they enter Key Stage 2.
How is the programme led to ensure these expectations are achieved?
The Reading Leader’s role is vital to ensure that the teaching of reading is of the highest quality and all children make rapid progress. They organise one-to-one tutoring for children who need extra support and coach staff so they can ensure reading teachers achieve a high standard of teaching.
All staff have been thoroughly trained to teach reading. They attend a two-day Phonics training course and receive termly coaching from one of Ruth Miskin’s training consultants to ensure that children are making the best possible progress. They also have access to all the training on the Ruth Miskin Training School portal.
The Reading Leader organises further training in weekly practice sessions. These ensure teachers get better at teaching every week: everyone practises together so they can teach reading confidently. They underpin the progress of all teachers and children.
The practice sessions set the agenda for the weekly coaching and feedback schedule. Reading teachers are coached and receive face-to-face feedback and practice of any steps that need further rehearsal.
Story and poetry time
Storytime is the highlight of every day. We have a canon of stories that children get to know really well, and others we read just for fun. Children learn to retell the story, learn the refrains by heart and act out the stories in the role-play area. Children learn poetry too. We’ve chosen wonderful, memorable poems so children can learn them by heart.
How can parents help at home?
The children take home two books every few days: a Read Write Inc. ‘phonics’ Storybook for children to read to parents, and a picture book for parents to read to them.
We also send home interactive, animated lessons from our Virtual Classroom so you and your child can join in with lessons at home. The online teachers help children to practice the sounds and words they have learnt in school.
Read Write Inc. ‘phonics’ Book Bag Books
Children take home a Book Bag Book which matches the book they have read in school. We encourage parents not to say ‘this is too easy’! There is guidance in the storybooks to support parents too.
Order of Story Books
When children are in the early stages of learning to read, they will bring home sound booklets, sound blending books and Ditty Sheets before reading books.
Picture Books
Through Parent Drop-In sessions and an Early Reading Workshop, we show parents how to read picture books with their child; to read it expressively and, once they know the story, encourage their child to join in. We show parents how to talk about the pictures – to think about how the characters might be feeling and thinking. We explain that it’s a great way for their child to learn new vocabulary – that even very early storybooks contain vocabulary that we don’t often use in conversations – scurry, delight, scamper.
The picture books are likely to be beyond their child’s decoding ability, so we don’t ask children to read the story to parents until they are able to read the later phonics storybooks.
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