We use Read Write Inc to teach our children to read and write in EYFS and Key Stage 1.
Read Write Inc (RWI) is a phonics programme which helps all children learn to read fluently and at speed so they can focus on developing their skills in comprehension, vocabulary and spelling. The programme is designed for children aged 4-7.
Watch the clip below for a greater understanding of the programme.
How will RWI be taught at STM?
All children are assessed regularly so they work with children at the same level. This ensures that children are placed in groups that will target their identified needs and supports all children participate in lessons confidently.
In Reception all children will learn how to ‘read’ the sounds in words and how those sounds can be written down. Those who are ready will begin to read and write simple words within books.
- learn 44 sounds and the corresponding letters/letter groups using simple picture prompts – see below
- learn to read words using Fred talk and sound blending
- read from a range of storybooks and non-fictions books matched to their phonic knowledge
- work well with partners
- develop comprehension skills in stories by answering ‘Find It’ and ‘Prove It’ discussion questions
- learn to write and form the letters/letter groups which represent the 44 sounds with the help of fun phrases
- learn to write words by using Fred Talk
- learn to build sentences by practising sentences out loud before they write
- They work in pairs so that they:
- answer every question
- practise every activity with their partner
- take turns in talking and reading to each other
- develop ambitious vocabulary
Year 1 and above
Children follow the same format as Reception but will work on complex sounds and read books appropriate to their reading level. Daily sessions of RWI phonics last for one hour. Once children become fluent speedy readers they will move on to literacy lessons.
Five key principles underpin the teaching in all Read Write Inc. sessions:
Purpose – know the purpose of every activity and share it with the children, so they know the one thing they should be thinking about
Participation – ensure every child participates throughout the lesson. Partnership work is fundamental to learning
Praise – ensure children are praised for effort and learning, not ability
Pace – teach at an effective pace and devote every moment to teaching and learning
Passion – be passionate about teaching so children can be engaged emotionally.
Children will be taught how to read as follows:
Before you start to teach your child, practise saying the sounds below. These are the sounds we use to speak in English.
We use pure sounds (‘m’ not’ muh’,’s’ not ‘suh’, etc.) so that your child will be able to blend the sounds into words more easily.
At school we use a puppet called Fred who is an expert on sounding out words! we call it, ‘Fred Talk’. E.g. m-o-p, c-a-t, m-a-n, sh-o-p, b-l-a-ck.
The following video is an example of blending sounds with Fred.
The children are taught the sounds in 3 sets.
Set 1 Sounds are taught in the following order together with rhymes to help children form the letters correctly and instantly recognise sounds ready for blending.
|m||Down Maisie then over the two mountains. Maisie, mountain, mountain.|
|a||Round the apple, down the leaf.|
|s||Slide around the snake|
|d||Round the dinosaur’s back, up his neck and down to his feet.|
|t||Down the tower, across the tower,|
|i||Down the insects body, dot for the head.|
|n||Down Nobby and over the net.|
|p||Down the plait, up and over the pirates face.|
|g||Round the girls face, down her hair and give her a curl|
|o||All around the orange|
|c||Curl around the caterpillar|
|k||Down the kangaroos body, tail and leg|
|u||Down and under the umbrella, up to the top and down to the puddle|
|b||Down the laces, over the toe and touch the heel|
|f||Down the stem and draw the leaves|
|e||Slice into the egg, go over the top, then under the egg|
|l||Down the long leg|
|h||Down the horse’s head to the hooves and over his back|
|sh||Slither down the snake, then down the horse’s head to the hooves and over his back|
|r||Down the robot’s back, then up and curl|
|j||Down his body, curl and dot|
|v||Down a wing, up a wing|
|y||Down a horn, up a horn and under the yak’s head.|
|w||Down, up, down, up the worm.|
|th||Down the tower, across the tower, then down the horse’s head to the hooves and over his back|
|z||Zig-zag-zig, down the zip.|
|ch||Curl around the caterpillar, , then down the horse’s head to the hooves and over his back|
|qu||Round the queen’s head, up to her crown, down her hair and curl|
|x||Cross down the arm and leg and cross the other way|
|ng||A thing on a string|
|nk||I think I stink|
Please do not use letter names at this early stage.
Click here to find out how to pronounce the ‘pure’ sounds.
Children will also use pictures for each sound to help recognise the sound and then form the shape of the sound.
The children are then taught the long vowels. When they are very confident with all of set 1 and 2 they are then taught Set 3 Sounds.
|Long vowel sound||
Set 2 Speed Sound cards
Teach these first
|Set 3 Speed Sound cards|
|ay||ay: may I play||a-e: make a cake||ai: snail in the rain|
|ee||ee: what can you see||ea: cup of tea||e: he me we she be|
|igh||igh: fly high||i-e: nice smile|
|ow||ow: blow the snow||o-e: phone home||ao: goat in a boat|
|oo||oo: poo at the zoo||u-e: huge brute||ew: chew the stew|
|oo||oo: look at a book|
|ar||ar: start the car|
|or||or: shut the door||aw: yawn at dawn|
|air||air: that’s not fair||are: share and care|
|ir||ir: whirl and twirl||ur: nurse for a purse||er: a better letter|
|ou||ou: shout it out||ow: brown cow|
|oy||oy: toy for a boy||oi: spoil the boy|
|ire||ire: fire fire!|
|ear||ear: hear with your ear|
|ure||ure: sure it’s pure?|
Nonsense words (Alien words)
As well as learning to read and blend real words children will have plenty of opportunities to apply their sound recognition skills on reading ‘Nonsense words’. These are made up of the sounds the children are learning e.g. d-u-t (dut), d-oi-n (doin), h-e-sh (hesh).
Children will be introduced to ‘Ditty books’ when they successfully begin to read single words. The short vowels should be kept short and sharp:
Children use sound-blending (Fred Talk) to read short ditties. They will bring these home once they have read and discussed the book in class. Children will then be challenged to use their developing phonic knowledge to write short sentences.
Within all the books children will have red and green words to learn to help them to become speedy readers. Red words are words that are not easily decodable and challenge words to extend children’s vocabulary. Green words are linked to the sounds they have been learning and are easily decodable.
Dots and dashes represent the sound each letter makes.
During the RWI session children will read the book three times and at each new reading they will have plenty of opportunities to practise using their developing comprehension skills.
You may have hear your child talking about ‘hold a sentence' or 'build a sentence’.
Hold a sentence is an activity that encourages children to remember a whole sentence while focusing on spelling and punctuation.
Build a sentence is to give children the opportunity to create their own sentence to that shows the meaning of a word and edit a sentence allows the children to critique a sentence using their knowledge of spelling punctuation and grammar. Children complete a longer piece of independent writing, which gives them the opportunity to show off their creativity and to practise their spelling, grammar and punctuation.
Order of Story books: Children will hopefully follow the order listed below. The expectation is that all children will leave Year One as confident speedy readers, ready to take on the challenges of Year Two. However, some children may need extra support and your teacher will talk to you about this.
Year Group Expectations
Red Ditty 1-10
Supporting Phonics at home:
It is really important to support your child to learn their sounds and with their reading.
You will find phonics resources inside your child's reading record.