Phonics
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 St. Ambrose, we use Read Write Inc Phonics (RWI) to give your child the best possible start with their Literacy development. Mrs Grundy is our Read Write Inc lead teacher, so if you have questions about RWI, contact school who can refer you to her.
What is Read Write Inc?
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. The programme is designed for children aged 4-7. However, at St. Ambrose, we begin the programme in Nursery and will continue teaching RWI to children beyond the age of 7, as we use a stage not age approach. RWI was developed by Ruth Miskin and more information on this can be found at https://ruthmiskin.com/en/find-out-more/parents/.
Reading
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 will:
- 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
Progressing through the stages
Children will be assessed at least every half term by the RWI lead teacher. This will determine whether the children have progressed to the next stage of the programme. The children are then re grouped based on their stage. Children who are not making the expected progress are identified and given fast track tutoring daily to ensure they keep up with the programme.
How will RWI be taught?
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.
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.
Use the link below to support your pronunciation sounds correctly.
https://www.ruthmiskin.com/en/find-out-more/parents/#lg=1&slide=3
Fred Talk
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=dEzfpod5w_Q
The children are taught the sounds in 3 sets.
Step 1:
Set 1 Sounds are taught in the following order and the rhymes are used when writing to ensure children use the correct letter formation.
|
Set 1 |
|
|
Sound |
Rhyme |
|
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 |
At this stage we do not use the letter names
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 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)- 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 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 heard your child talking about ‘hold, edit 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 practice their spelling, grammar and punctuation.
To help at home:
Your child will start to bring books home when they are confident readers, relating to their reading stage. You will find they will bring home a phonics based book, this will aid application, speed and fluency- developing speedy reading! Following on from this, they will bring a comprehension based book which will begin to enrich their reading, which will require decoding skills. Only then, children will bring home enriched reading books which will enhance their understanding via inspirational language promoting depth to their understanding.
Useful websites for Parents
Please find a list of websites that you may find useful in helping you and your child learn about phonics. Games and fun activity websites are also included.
https://www.ruthmiskin.com/en/find-out-more/parents/ - Information and resources to support phonics learning at home
http://www.bbc.co.uk/bitesize/ks1/literacy/phonics/play/ - fun games for the children to play
http://www.ictgames.com/literacy.html - fun games for the children to play
http://www.firstschoolyears.com/ - fun games for the children to play
BBC Bitesize - many games to play covering all areas of the curriculum