Phonics & Early Reading (Read Write Inc)
At LMPS we use the Read Write Inc (RWI) programme to get children in Reception and Key Stage One off to a flying start with their reading. We also use it as 1:1 support for those children in KS2 who need a more targeted approach.
We strongly believe that reading is one of the most important skills that children can master at primary school. We want our children to read early and quickly so that they can not only enjoy reading, but use reading to learn.
Using RWI, the children learn to read effortlessly so that they can put all their energy into comprehending what they read. It also allows them to spell effortlessly so that they can put all their energy into composing what they write.
When using RWI to read the children will:
- learn 44 sounds and the corresponding letter/letter groups using simple picture prompts
- learn to read words using Fred Talk
- read lively stories competently featuring words they have learned to sound out
- show that they comprehend the stories by answering questions.
When using RWI to write the children will:
- learn to write the letters/letter groups which represent 44 sounds, using a helpful handwriting phrase.
- learn to write words by saying the sounds using 'Fred Fingers'
Please see the parent information and reading policy in the attached documents, for more details.
What can you do at home?
We believe that teaching your child to read relies on a good partnership between home and school. When you are teaching your child to read at home, it is important that the sounds you say are the 'pure sounds.'
Please see the attached pronunciation guide:
The children are taught the sounds in 3 sets.
Step 1:
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.
Set 1 |
|
Sound |
Rhyme |
m |
Down Maisie then over the two mountains. Maisie, mountain, mountain. |
a |
Round the apple, down the leaf. |
s |
Slither down 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 draw a puddle |
b |
Down the laces, to hell, round the toe |
f |
Down the stem and draw the leaves |
e |
Lift off the top and scoop out 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 curl over his arm |
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 past her earrings and down her hair |
x |
Down the arm and leg, repeat the other side |
ng |
A thing on a string |
nk |
I think I stink |
Step 2:
The children are then taught Set 2 Sounds - the long vowels. When they are very confident with all of set 1 and 2 they are taught Set 3 Sounds.
Long vowel sound |
Set 2 Speed Sound cards |
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 words will also feature heavily in the Year One Phonics Screening check in the summer term.
Step 3:
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.
Please find the links at the bottom of the page which explain which green words are taught at each coloured level.
If you would like any further information, the Ruth Miskin Wesbite has a plethora of useful videos and information.
http://www.ruthmiskin.com/en/parents/
We are also here to help, if you have any questions.
But most importantly, please have fun reading!