Welcome to our Read Write Inc Parent Information

Welcome to our Read Write Inc. Parent Information Session Copyright Ruth Miskin Literacy

Before we start: • Please take a few seconds to write on a post it note anything you would like to find out about phonics or reading in Early Years and post it in our ‘post it car park’ • We will check at the end if we have addressed your queries and if not we will try to answer at the end. Copyright Ruth Miskin Literacy

What do you know about reading? • Write down what you know about reading. Copyright Ruth Miskin Literacy

What is Read Write Inc Phonics? ü A rapid learn to read programme Copyright Ruth Miskin Literacy

Why Read Write Inc Phonics q Tried and tested over many years q Systematic and structured q Early success in reading q Year 1 phonics test q Ofsted recommendations q Establish consistency in way phonics is taught Copyright Ruth Miskin Literacy

How does it work at St Michael’s? • One hour per day, 1. 00 – 1. 30 , five days per week • Ability groups • Small groups • Reading and writing in every session • Sounds • Green words • Red words • Reading books • Get writing books Copyright Ruth Miskin Literacy

How does it work? Ruth Miskin downloads and videos Watch http: //www. ruthmiskin. com/en/resources/pare nt-information-understanding-phonics/ 2 http: //www. ruthmiskin. com/en/resources/playlist-ruth -miskins-top-tips-parents/ 4 Copyright Ruth Miskin Literacy

Sounds Children v learn 44 sounds and matching letters/letter groups v learn to blend sounds to read words v read lots of specially written books This is called decoding Copyright Ruth Miskin Literacy

How does it work? Children v. Talk a lot about what they have read to show that they understand v. Listen to and discuss other ideas to deepen understanding This is called comprehending Copyright Ruth Miskin Literacy

Grouping children • Each stage of RWI is denoted by a colour. There are groups of various colour depending on need. • Staff have been trained in delivery of RWI as RWI teachers. • Regularly assessed • Flexible • Supported by 1 -1 sessions Copyright Ruth Miskin Literacy

Sounds All words are made up of sounds There are 44 sounds in the English language Spanish has 24 speech sounds. Italian has 27 speech sounds. Finnish has 21 speech sounds. Copyright Ruth Miskin Literacy

Graphemes A grapheme is a sound written down English has more than 150 graphemes A complex code! Copyright Ruth Miskin Literacy

If English had a simple code spelling and reading would be much easier - • play mayk trayn cafay strayt wayt brayk • green dreem kee happee • light kight fligh Igh tigh • blow smowk flowt gow mowst • moon broot bloo groo Copyright Ruth Miskin Literacy

Children learn a simple code first Simple speed sounds chart Consonants - stretchy f l m n r s v p q u z sh th ng nk Consonants - bouncy b c k d g h j Vowels - bouncy a e t w x y ch Vowels - stretchy i o u ay ee igh ow Vowels - stretchy oo oo ar or air ir Copyright Ruth Miskin Literacy ou oy

http: //www. ruthmiskin. com/en/resources/sound -pronunciation-guide/ Copyright Ruth Miskin Literacy

Children will learn the 44 sounds through simple picture prompts And write the sounds through simple rhymes “Maisie mountain” Copyright Ruth Miskin Literacy

Children learn to read real and nonsense words by blending sounds together Real words like d-i-g m-u-d p-i-n Nonsense words (sometimes called alien words) like – tam ped flum Copyright Ruth Miskin Literacy

Fred • Fred helps children learn to read • Fred can only talk in sounds…. . (Fred can only say c – a – t he can’t say cat) We call this Fred talk. Copyright Ruth Miskin Literacy

Fred • If children can understand Fred then they can blend orally • Blending is needed for reading Copyright Ruth Miskin Literacy

Fred • Fred helps children learn to spell as well Children convert words into sounds • They press the sounds they hear on their fingers We call this Fred Fingers Copyright Ruth Miskin Literacy

Progression through RWI Set 1 sounds Set 2 sounds • Set 1 sounds – all letters of the alphabet plus sh, th, ch, nk, ng • Segmenting and blending CVC words • Set 2 sounds - ay, ee, igh, ow, oo, ar, or, air, ou, oy • Red words introduced • Red Ditty books • Green and Purple books • Get writing books Copyright Ruth Miskin Literacy

Storybooks and Get Writing books Copyright Ruth Miskin Literacy

Progression through RWI Set 3 sounds • Set 3 sounds – ea, oi, a-e, i-e, o-e, u-e, are, ur, er, ow, ai, oa, ew, ire, ear, ure • More complex and lengthy reading books- more opportunities for segmenting and blending. • Questions to answer- find it prove it. • Questions to read answer (independent) • The aim is to achieve fluent reading by age 7. Literacy and Language A complete literacy programme for fluent readers • Gives every child a deep understanding of what they read using the special 'three reads' approach • Fully prepares every child for writing using a planning, drafting and revising method • Teaches grammar in context so that children can apply it seemslessly in their own writing • Supports the grammar and punctuation aspects of the Key Stage 1 and 2 tests • Includes practice tests to build confidence prior to statutory assessment • Creates articulate speakers where children justify their answers and learn how to Copyright Ruth Miskin Literacy debate. •

Beyond RWI • The aim is to achieve confident, fluent and expressive readers • Once they have achieved this they will no longer need RWI • Children will then access ‘Literacy and Language’ Copyright Ruth Miskin Literacy

So how can you help your child? • By helping them know their 44 pure sounds • By practising saying and writing speed sounds with your child • By knowing how to blend using Fred Talk for reading • By knowing how to support your child using Fred Fingers for spelling Copyright Ruth Miskin Literacy

And…. . • By encouraging your child to use the new phrases to write the letters • By having fun with Fred Talk at home! ‘ What a tidy r-oo-m’ ‘Where’s your c-oa-t? ’ ‘Time for b-e-d’ Copyright Ruth Miskin Literacy

And…. • By having quality reading time not necessarily quantity • Support your child to read all the time – signs, labels, recipes etc • Read to your child even when they can read well – 77% of 7 yr olds are not read to at home • By writing in their reading record books even just to let us know they have read to you at home. Copyright Ruth Miskin Literacy

And…. • By reading a variety of books • By reading to your child lots of lovely stories and asking lots of questions! What is the Use these prompts: character What do you think happens next? thinking ? What is happening? What is the character saying? Copyright Ruth Miskin Literacy What do you thing that character is feeling now?

And…. • By talking to your child as much as possible and ‘feeding’ them new and different words. ‘Let’s eat our lunch now. ’ ‘Let’s munch our lunch now. ’ ‘Let’s gobble up our lunch now. ’ ‘Let’s devour lunch now. ’ Copyright Ruth Miskin Literacy

And…. . • By enriching conversations through descriptions: “Look at that rain. It looks like little diamonds sparkling on the window pane!” • By having fun with words and language: “ I’m as hot as a spud in a cooking pot!” • By praising your child for using new words or interesting images. Copyright Ruth Miskin Literacy

And…. • By having a look at the parents page at www. Ruthmiskinliteracy • By asking their class teacher or teaching assistant any questions about phonics teaching or reading Copyright Ruth Miskin Literacy

Our reading scheme • We have reorganised our reading scheme books to support and recognise our use of RWI phonics • Children will bring home a phonetically de-codable book which matches their phonics group ability • They will also bring home a supporting book which isn’t completely phonetically decodable such as an Oxford Reading tree book which might require your support to read some of the words. Please don’t encourage them to sound out these non-decodable words • They will also bring home their red or tricky words to read or spell (these again are not decodable and have to be learnt by sight) Copyright Ruth Miskin Literacy

Reading Good role models – Dads/Grandads/brothers/uncles School need to do their bit to provide good reading role models within school. To be life long readers – need ownership of a book. Scatalogical – following their own interests – illustrated dictionaries/comics/picture atlas/information/short chapters/pictures/humour – MOLE Enrol them in library If pupils are to maximise potential must have parental involvement and we must all have high hopes for their future. Copyright Ruth Miskin Literacy

Reading in the Early Years • Literacy in the Early years includes talking about books, looking at print in the environment, early mark making and writing as well as sharing books with others and reading. • Reading includes a lot more than just reading books. Copyright Ruth Miskin Literacy

Top tips for reading bedtime stories • Michael Rosen tells us • ‘From the day our children are born (yes) to the day they tell us to stop, we should read to them’ • https: //youtu. be/az. RDNDQUj. Sk • http: //www. wordsforlife. org. uk/michaelrosen-tips-reading-bedtime-stories-videoblock Copyright Ruth Miskin Literacy