Read Write Inc
As a school we implemented a phonics and reading programme called Read, Write, Inc.
Learning to read is the most important thing your child will learn at our school. Everything else depends on it, so we want to put as much energy as we possibly can into making sure that every single child learns to read as quickly as possible. We want your child to love reading – and to want to read for themselves. This is why we put our efforts into making sure they develop a love of books as well as simply learning to read.
How will my child be taught to read?
We start by teaching phonics to the children in the Reception class. This means that they learn how to ‘read’ the sounds in words and how those sounds can be written down. This is essential for reading, but it also helps children learn to spell well. We teach the children simple ways of remembering these sounds and letters.
What can I do to help? Is there anything that I shouldn't do?
Help your child to sound out the letters in words and then to ‘push’ the sounds together to make a whole word. Try not to refer to the letters by their names. Help your child to focus on the sounds. You can hear how to say the sounds correctly by searching on YouTube for ‘Read Write Inc. Phonemes Pronunciation Guide’
Your child will learn letter sounds in a certain order which are set out below.
Speed Sounds Set 1
To begin with we learn a sound a day. We use pure sounds so that your child will be able to blend the sounds into words more easily.
Letter-sound pictures are used to help your child learn these sounds quickly.
e.g. mmaisie mmmountain is morphed into m, t-t-t-tower is morphed into t
Set 1 sounds are taught in the following order:
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
Speed Sounds Sets 2 and 3: The long vowels
Once your child knows all Set 1 sounds by sight and sound and uses them to blend to read words, we start teaching Set 2 initially and then Set 3 long vowel sounds. Your child will need to learn that most vowel sounds have more than one spelling.
There are 12 Set 2 ‘speed sounds’ that are made up of two or three letters which represent just one sound, e.g. ay as in play, ee as in tree and igh as in high. It is important that your child does not pronounce these as 2 or 3 separate sounds. When your child sees the ‘speed sound’ letters together in a word, they must say just one sound for these letters.
When your child learns their Set 2 sounds in school they will learn:
* the letters that represent a speed sound e.g. ay
* a simple picture prompt linked to the ‘speed sound’ and a short phrase to say e.g. may I play
Every speed sound has a list of green words linked to it, so your child can ‘sound out’ and ‘sound blend’ words containing the new speed sound they have just learnt, for example s-p-r-ay * spray.
Set 2 and 3 sounds are taught in the following order:
ay: may I play
ee: what can you see
igh: fly high
ow: blow the snow
oo: poo at the zoo
oo: look at a book
ar: start the car
or: shut the door
air: that’s not fair
ir: whirl and twirl
ou: shout it out
oy: toy for a boy
ea: cup of tea
oi: spoil the boy
a-e: make a cake
i-e: nice smile
o-e: phone home
u-e: huge brute
aw: yawn at dawn
are: share and care
ur: purse for a nurse
er: a better letter
ow: brown cow
ai: snail in the rain
oa: goat in a boat
ew: chew the stew
ire: fire fire!
ear: hear with your ear
ure: sure it’s pure?
tious / cious: (scrumptious/delicious)
e: he me we she be
We know parents and carers are very busy people. But if you can find time to read to your child as much as possible, it helps him or her to learn about books and stories. They also learn new words and what they mean. Show that you are interested in reading yourself and talk about reading as a family. You can find out about good stories to read to your child here: http://www.ruthmiskintraining.com/teacher-support/17/index.htm
Children are assessed at two points in each half term. Once at the 3rd week of learning and once at the end of a half term. This information is then used to put the children into the corresponding coloured group. There are 10 different groups:
A, B and C (all initial sounds)
Ditty (beginning to blend)
Red (ch, sh, th, qu, ng, nk)
Green (reading words with 4 and 5 sounds)
Purple (using Fred in your head)
Pink (ay, ee, igh, ow, oo, oo)
Orange (ar, or, air, ou, oy)
Yellow (reading words containing set 2 sounds)
Blue (a-e, o-e, u-e, ea, oi)
Grey (aw, are, ur, er, ow, ai, oa, ew, ire, ear, ure)
We learn a new sound each day. Each sound has a rhyme and/or a picture to help us remember. (see ryhmes above)
We then read some green words (words we can sound out). We start by using Fred talk to sound out words with our new sound in. When confident we move on to using 'Fred in our heads' (saying the sounds in our heads and reading the word) to read words with previously taught sounds in. We then take a challenge to read words even speedier.
We then learn to spell words containing our new sound as a well as previously taught sounds. We say the word we want to spell, we count out the sounds onto our 'Fred Fingers', we pinch the sounds and then finally write them down. We then tick or fix our spellings.
To learn tricky red words (ones we can't sound out) we try hard to remember them and beat our time at reading them.
We then read an exciting book that is full of the sounds we have previously learnt. On a Monday the book is introduced and we look at the vocabulary. On a Tuesday we have a our first read. We read with our partner. One person points to the text as the other reads and then we swap. Once we have done this our teacher reads with lots of expression. On a Wednesday we read the book again to build speed and try and jump in with our teacher's reading. On a Friday we read speedily and answer questions s about the text.