Read Write Inc.
As a school, we teach synthetic phonics as the initial, and most important, approach to the teaching of reading. Our pupils learn to read and write effectively using the Read Write Inc. (RWI) Phonics Programme which is a systematic programme for the teaching of phonics, reading, spelling and writing. We want all pupils to begin their journey to read with confidence, develop a love of reading and apply their skills competently to writing.
We aim to ensure that all pupils:
The RWI programme is delivered to:
Pupils are taught to work effectively with a partner to explain and consolidate what they are learning. This provides the teacher with opportunities to assess learning and to pick up on difficulties, such as pupils’ poor articulation, or problems with blending or alphabetic code knowledge.
We group pupils homogeneously, according to their progress in reading rather than their writing. This is because it is known that pupils’ progress in writing will lag behind progress in reading, especially for those whose motor skills are less well developed.
In Reception, we emphasise the alphabetic code. The pupils rapidly learn sounds and the letter or groups of letters they need to represent them. Simple mnemonics help them to grasp this quickly. This is especially useful for pupils at risk of making slower progress. This learning is consolidated daily. Pupils have frequent practice in reading high frequency words with irregular spellings (common exception words).
We make sure that pupils read books that are closely matched to their increasing knowledge of phonics and the common exception words. This is so that, early on, they experience success and gain confidence that they are readers. Re-reading and discussing these books with the teacher supports their increasingly fluent decoding.
Alongside this, teachers regularly read a wide range of stories, poetry and non-fiction to pupils.
Embedding the alphabetic code early on means that pupils quickly learn to write simple words and sentences. We encourage them to compose each sentence aloud until they are confident to write independently. We make sure they write every day.
Pupils write at the level of their spelling knowledge. The quality of the vocabulary they use in their writing reflects the language they have heard in the books the teacher has read to them; they have also discussed what the words mean.
Our aim is for pupils to complete the phonics programme as quickly as possible. The sooner they complete it, the sooner they will be able to choose books to read at their own interest and comprehension level.
The RWI approach is taught considering the 5 Ps:
Early Years Foundation Stage
During the autumn and spring term, children in foundation one spend their RWI time listening to, learning and joining in with carefully chosen stories, rhymes, poems and songs. They then use this to role-play together, develop vocabulary and build sentences orally and make up stories through planned talk experiences. In the summer term, the focus of learning at this stage is to learn the initial letter sounds and introduce oral blending through ‘Fred Talk’ throughout the day. This will progress to letter sound blending and segmenting for writing by the end of F1.
Children in F2 are taught daily phonics lessons. In the first four weeks of F2, the initial sounds (Set 1 Speed Sounds) are taught in class groups. After this period, children are individually assessed and grouped homogeneously according to their stage. Children receive daily phonics teaching in these groups using the structured speed sounds lesson plan.
It is our aim that all children leave F2 at green RWI band to be on track to achieve the expected standard for the Year 1 phonics screening check.
Key Stage 1
Children in Key Stage 1 continue to be taught phonics in small homogeneous groups, depending on their stage not age. They have a daily RWI lessons lasting an hour. This lesson starts with a 10-minute speed sounds lesson which teaches oral blending, new speed sounds and revision of previous speed sounds, oral blending, decoding words, reading common exception words, decoding ‘alien’ (pseudo) words, and spelling. Children then read and comprehend a book which is carefully matched to their phonics knowledge following a 3 day/5 day plan (depending on the stage). The learning in the remaining part of the session includes spelling, grammar, and other writing activities.
Children are assessed at least half termly and those who are at risk of falling behind the programme’s pace and expectations are identified early and additional 1:1 Fast Track Tutoring is put in place to ensure that these children keep up and don’t have to catch up.
Children in Year 1 complete the phonics screening check at the end of the year.
It is our aim that children in Year 2 complete the RWI programme by end of the autumn term in Year 2.
Key Stage 2
By the time children complete the transition from KS1 to KS2 we intend that they will have completed the RWI phonics programme. Their phonic development will continue to be explicitly taught through the school’s spelling programme (Spelling Shed).
Those children who have not reached the expected level by the time they leave KS1 will continue to access the RWI programme and receive additional targeted intervention to ensure they catch up with their peers. In Year 5 and 6 some children may access a targeted intervention called Fresh Start which is part of the RWI programme.
We assess all pupils following Read Write Inc. Phonics using the Entry, Assessment 1 and Assessment 2, half termly and the Reading Leader rearranges groups accordingly. Regular assessments ensure that children receive targeted teaching quickly according to their needs. Children who are progressing through the programme quicker than their peers are moved into a different group and those who are at risk of falling behind the programme’s pace and expectations are given additional support.
Phonics in Class Seven and Eleven
Children in Classes Seven and Eleven present with significant learning needs. All children have a diagnosis of Autism or Specific Speech, Language and Communication needs. They require a multisensory approach to phonics teaching that supports non-verbal and children with limited verbal language whilst providing opportunities for overlearning. It is essential that our approach to teaching phonics and reading is accessible for all learners, regardless of their areas of need.
Please see the document below for more information on how we teach phonics in Class Seven and Eleven.
How can you help at home?
Find out more about how we teach children to read and write with Read Write Inc. Phonics using the websites and information below.