What is Read Write Inc. Phonics?
What to expect and when in RWI
We use (‘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. https://www.youtube.com/watch?v=MNyFikwNQTg
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 sounds are taught in Reception.
Down Maisie then over the two mountains. Maisie, mountain, mountain.
Round the apple, down the leaf.
Slide around the snake
Round the dinosaur's back, up his neck and down to his feet.
Down the tower, across the tower,
Down the insects body, dot for the head.
Down Nobby and over the net.
Down the plait, up and over the pirates face.
Round the girls face, down her hair and give her a curl
All around the orange
Curl around the caterpillar
Down the kangaroos body, tail and leg
Down and under the umbrella, up to the top and down to the puddle
Down the laces, over the toe and touch the heel
Down the stem and draw the leaves
Slice into the egg, go over the top, then under the egg
Down the long leg
Down the horse's head to the hooves and over his back
Slither down the snake, then down the horse's head to the hooves and over his back
Down the robot's back, then up and curl
Down his body, curl and dot
Down a wing, up a wing
Down a horn, up a horn and under the yak's head.
Down, up, down, up the worm.
Down the tower, across the tower, then down the horse’s head to the hooves and over his back
Zig-zag-zig, down the zip.
Curl around the caterpillar, , then down the horse's head to thehooves and over his back
Round the queen’s head, up to her crown, down her hair and curl
Cross down the arm and leg and cross the other way
A thing on a string
I think I stink
Children will also use pictures for each sound to help recognise the sound and then form the shape of the sound.
We use magnetic white boards with magnetic sounds on to teach children how to make words from the letters they have been taught. We teach children how to sound out a word and then blend it for reading. Once your child is confident making and reading simple CVC words such as ‘pin’, ‘mat’ ‘pot’ etc. they are then ready to read books.
Once your child is reading…
Children will be introduced to ‘Ditty books’ when they successfully begin to read single words.
Children use sound-blending (Fred Talk) to read short ditties which is a short sentence. Children will then be challenged to use their developing phonic knowledge to write short sentences.
Within all the books children will have and words to learn to help them to become speedy readers.
words are words that are not easily decodable and challenge words to extend children’s vocabulary.
words are linked to the sounds they have been learning and are easily decodable.
Once your child has been introduced and taught these words in school we will send them home for you to continue practising with your child.
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 heard your child talking about ‘
is an activity that encourages children to remember a whole sentence while focusing on spelling and punctuation.
is an activity that encourages children to spot mistakes in a sentence and work with a partner to correct the errors.
To further support and encourage reading at home, we will send home an appropriate level book for your child to read to you.
By the end of Reception, your child will have been taught these skills
- learn 44 sounds and the corresponding letters/letter groups using simple picture prompts
- 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 'Fastest Finger' and 'Have a Think' 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
The children are then taught - the long vowels. Set 2 sounds are taught towards the end of Reception and the beginning of Year One.
Each half term the children are assessed by Miss King and are placed in an appropriate group for their reading ability.
The book groupings/order of story books can be seen in the table below.
When they are very confident with all of set 1 and 2 they are taught
Set 3 sounds are taught in Year 1 and are continued to be consolidated in year 2.
Long vowel sound
ay: may I play
a-e: make a cake
ai: snail in the rain
ee: what can you see
ea: cup of tea
e: he me we she be
igh: fly high
i-e: nice smile
ow: blow the snow
o-e: phone home
ao: goat in a boat
oo: poo at the zoo
u-e: huge brute
ew: chew the stew
oo: look at a book
ar: start the car
or: shut the door
aw: yawn at dawn
air: that’s not fair
are: share and care
ir: whirl and twirl
ur: nurse for a purse
er: a better letter
ou: shout it out
ow: brown cow
oy: toy for a boy
oi: spoil the boy
ire: fire fire!
ear: hear with your ear
ure: sure it’s pure?
As well as learning to read and blend real words children in all year groups 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.
Each day the children are supported to develop their spelling skills (This will only start in Reception when children are ready to write and form their letters).
Children will use first use ‘Fred fingers’ to first sound out a word before they write it down. Children learn how to spell rather than just get tested. Furthermore, this way of teaching spellings allows children to use Fred fingers whenever they get stuck with spelling a word. Children pinch each sound on fingers before writing the word.
By the end of Year One and Year Two…
Children follow the same format as Reception but will work on complex sounds and read books appropriate to their reading level. Each RWI phonic session lasts for 1 hour.
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. The Read Write Inc. reading programme works on a ‘stage not age’ approach to reading.
Year One and Year Two
Each week children will bring home book linked closely to the sounds that they have been learning at school.