RWI

At Southwick Primary School we aim for all our children to become fluent, passionate and confident readers.

Children who read regularly or are read to regularly have the opportunity to open the doors to so many different worlds!

More importantly, reading will give your child the tools to become independent life-long learners.

We can achieve this together through:

  • Read Write Inc, a program to help to your child read at school
  • Encouraging children to develop a love of books by reading to them daily, at home and at school
  • Giving children access to a wide range of books at school and at home

At Southwick Primary school, we use Read Write Inc Phonics (RWI) to give your child the best possible start with their Literacy development. 

Read Write Inc (RWI) is a phonics complete literacy 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. RWI was developed by Ruth Miskin and more information on this can be found at https://ruthmiskin.com/en/find-out-more/parents/.

The children:

  • 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

Writing

The children:

  • 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 

Talking

The children

  • 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

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, practice saying the sounds below.These are the sounds we use to speak in English. Children initially begin using pictures for each sound, this will help children recognise the sound and then form the shape of the sound. 

Fred Talk

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 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
SoundRhyme
mDown Maisie then over the two mountains. Maisie, mountain, mountain.
aRound the apple, down the leaf.
sSlide around the snake
dRound the dinosaur’s back, up his neck and down to his feet.
tDown the tower, across the tower,
iDown the insects body, dot for the head.
nDown Nobby and over the net.
pDown the plait, up and over the pirates face.
gRound the girls face, down her hair and give her a curl
oAll around the orange
cCurl around the caterpillar
kDown the kangaroos body, tail and leg
uDown and under the umbrella, up to the top and down to the puddle
bDown the laces, over the toe and touch the heel
fDown the stem and draw the leaves
eSlice into the egg, go over the top, then under the egg
lDown the long leg
hDown the horse’s head to the hooves and over his back
shSlither down the snake, then down the horse’s head to the hooves and over his back
rDown the robot’s back, then up and curl
jDown his body, curl and dot
vDown a wing, up a wing
yDown a horn, up a horn and under the yak’s head.
wDown, up, down, up the worm.
thDown the tower, across the tower, then down the horse’s head to the hooves and over his back
zZig-zag-zig, down the zip.
chCurl around the caterpillar, , then down the horse’s head to the hooves and over his back
quRound the queen’s head, up to her crown, down her hair and curl
xCross down the arm and leg and cross the other way
ngA thing on a string
nkI 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 soundSet 2 Speed Sound cardsTeach these firstSet 3 Speed Sound cards
ayay: may I playa-e: make a cakeai: snail in the rain
eeee: what can you seeea: cup of teae: he me we she be
ighigh: fly highi-e: nice smile
owow: blow the snowo-e: phone homeao: goat in a boat
oooo: poo at the zoou-e: huge bruteew: chew the stew
oooo: look at a book  
arar: start the car  
oror: shut the dooraw: yawn at dawn 
airair: that’s not fairare: share and care 
irir: whirl and twirlur: nurse for a purseer: a better letter
ouou: shout it outow: brown cow 
oyoy: toy for a boyoi: spoil the boy 
ire ire: fire fire! 
ear ear: hear with your ear 
ure ure: sure it’s pure? 

Nonsense words (Alien words)- What ‘a load’ or nonsense!       

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.  These words provide endless opportunities for children to apply and practice their thinking in a range of different contexts. 

Step 3:

Within all the  RWI sessions/books children will be exposed to 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.