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We want all of our children to be
confident and fluent readers.
We want all of our children to love
books and stories.
We want all of our children to have a
rich vocabulary of words.
We want all of our children to talk with
confidence about what they have read.
We want all of our children to succeed.
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Read Write Inc Phonics is ...

A rapid Learn to read programme
so children can…

Read to learn for the rest of their lives
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How does it work in the early
stages?
Children:
 Learn 44 sounds and matching
letters/letter groups

Learn to blend sounds to read words

Read lots of specially written books
This is decoding
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How does it work?
Children:
 Talk a lot about what they have read to
show they understand

Listen to and discuss other ideas to
deepen understanding
This is comprehending
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Sounds
All words are made up of sounds
In English there are 44
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Graphemes
A grapheme is a sound written
down
English has more than 150
graphemes
A complex code!
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Chart

This chart shows the most usual
graphemes for the 44 sounds
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The complex English alphabetic code
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Learning the code
Children learn a simple code first
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If English had a simple code spelling
and reading would be much easier!!
play mayk trayn cafay strayt wayt brayk
green dreem kee hee happee
light kight fligh Igh igh tigh
blow smowk flowt gow mowst
moon broot bloo groo
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



c-a-t
ch-a-t
l-igh-t
c-r-a-sh
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
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Fred...
 If
children understand Fred
they can blend orally
Blending is needed for reading
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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
to their fingers...
We call this Fred Fingers
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Storybooks and Get Writing Books
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What does this look like?
 The children read and write for an hour
each day in key stage 1, grouped
according to their reading level. (The
sessions will be much shorter in
Reception)
 The children work closely with a partner to
share ideas, teach, read, write and
support.

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The children may be working with a
different adult from their usual class
teacher.
 Children who may need a little extra
support to maintain progress will work
with other adults at different times during
the day.
 The children will be re assessed around
every 8 weeks.

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So how can you help your child?

By knowing the 44 pure sounds

By knowing how to blend using Fred Talk for
reading
m_a_t

By knowing how to do Fred Fingers for
spelling
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And...

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!”
back, head, tum, leg, hand, foot, knee
coat, hat, scarf, zip, sock, glove
run, walk, skip, hop, fast, slow, stop, shop
red, blue, green, black,
knife, fork, spoon, plate, bowl, pan
bread, cheese, meat, soup, jam, cake
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And...

By reading to your child lots of lovely stories and
asking lots of questions!
Use these prompts to help you:
What do you think
happens next?
What is that
character
thinking?
What is happening?
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What is the
character
saying?
What do you
think that character is
feeling now?
And...

By having a look at the parents’ pages on the web
for tips and resources for supporting your child at
home:
www.ruthmiskinliteracy.com
or
www.oup.com
(RWI resources are published by
Oxford University Press)
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Reading at Home
Reading record books are now be titled
“reading we have shared.”
 In addition to commenting on your child's
reading also tell us about books you have
read together and exciting new words you
have learnt. These will be reviewed by
class teachers.
 Continue to choose books from the class
box. A sticker has been put in the record
book to tell you what level, but be flexible!

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You will also be informed what level your
child is working on the Read, write inc
program and this will tell you what sounds
and words your child is learning to
read/spell.
 Parents of children requiring additional
support to progress in the program will be
informed separately.

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Record books will not be stamped as they
were previously. Your child will still be
reading every day.
 Please ask your child’s class teacher or
see Mrs Gallichan if you have any
questions about the program.

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Thank you...
Happy reading!
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Changes since OFSTED
Following the publication of this Ofsted Report the Governing Body and the
Senior Leadership Team have already created and implemented an Action
Plan to address the issues raised.
The Governing Body and all staff are working tirelessly to ensure that this
school is able to meet the challenges ahead and Ofsted requirements to
become a 'Good' school.
Some of the many things we have put in place are:
 improvements to our marking and feed back to the children about their
learning.
 Making what they are learning and how to achieve success much more
clear and understandable.
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What are we learning?
We provide differentiated Learning Objectives (the skill
or information we want the children to learn)and Success
Criteria (the steps the children need to follow to be
successful)for all our children and we link this to their tasks
by using printed stickers and sticking these in their books.
We also have printed versions displayed on their tables as a
reminder of what our expectations are for their learning.
 An example of this is as follows:
To create a word bank of rhyming words.
To write a sentence using rhyming words.
 I can think of words that rhyme with ‘ot’ and ‘at’
 I can write a sentence using my rhyming words.
 I can check for capital letters and full stops.

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Marking and Feedback

In Year 1 children are given a written next step usually linked to
their success criteria or an obvious generic target e.g. using full
stops correctly. In Year 2 the children have a two stars and a wish
stamp used in their books, we link these to their success criteria
and any generic target.
You have used capital letters.
You have found words that rhyme with ot – cot, got
.
Next time remember to check that you have used a
full stop at the end of your sentences.
We encourage the children to look at their last piece of work and
we share with them what they have done well and what they still
need to work on.
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Links to Marking codes
As well as this we also put the appropriate code
that shows how the child completed the work.
 I = Independent work
 G = Guided work
 S = Supported work
 V – Verbal feedback given
 C = Correction made
We also put a tick next to the I can statements if
the child has achieved the objective or a dash if
they need to revisit that particular learning.
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Questions?

We hope you have found this useful. If
you have any questions, please feel free
to ask your child’s teacher.
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