An overview of what
Read, Write, Inc. is, how
it works, what the
children learn and how
you can as parents/carers
can help!
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
What is Read, Write, Inc?
• The Read Write Inc. programme is for
primary school children learning to read and
write.
• It enables most children to become
confident and fluent readers. Most
children who complete Read Write Inc.
learn to read fluently and confidently and
put into practice the sounds they learn.
Why does it work?
√ The systematic and lively programme is organised in school by the
class teachers and teaching assistants.
√ All staff (teachers and assistants) have been trained together by one
of the trainers who has taught and managed the programme.
√ The children have access to the programme for half an hour every
morning Monday to Thursday, grouped according to their reading
level. In foundation stage the children are exposed to phonics daily
in shorter sessions.
√Children are regularly assessed, at English Martyrs this is at the end
of each half term so that the groups can be re organised to meet
the needs of the children and their progress.
How and what do the children
learn?
READING
The children:
–
learn 44 sounds and the corresponding letters/letter groups
using simple picture prompts
– learn to read words using sound blending
– read lively and colourful story books featuring words they have
learned to sound out
– show that they comprehend the stories by answering 'Find It' and
'Prove It' discussion questions
How and what do the children
learn?
WRITING
The children:
– learn to write the letters/letter groups which represent the 44
sounds using the handwriting rhymes to help them with
formation ( refer to sheet )
– learn to write words by using the sounds to help them segment a
word to spell it therefore enabling them to write more freely.
– Making them confident in using the above skills to practise
independent writing in many forms eg story writing, letters, lists
etc.
How and what do the children
learn?
TALKING
Children are assessed regularly so they work with children at
the same level. This allows them to participate fully in all sessions.
They work in pairs so that they can:
–
answer every question
–
practise every activity with a partner
– take turns in talking to each other, practising the sounds and
reading the texts
How can I help my child learn to
read?
√ Read as many stories to your child as you can. Talk about
the stories, most importantly-let them choose the stories
for themselves.
√ Expose your child to many literary sources; newspapers,
magazines, books, signs, posters. Let them read anything
they want!
√ NEVER limit your child and think that a text is too hard
for them. Allow them to explore everything, they will
surprise you with what they can actually read!
√ Explain the meaning of new words. It’s not all about the
decoding of words. You may think your child is a brilliant
reader but do they know what every word or phrase means?
Question, question, question your child about the words
and phrases they may come across!
Who is Fred?
• You will hear your child talking about Fred, green words and
red words. Let us explain …
• Fred is a puppet frog we use to teach the programme. Fred
can only talk in ‘pure’ sounds (e.g.) d-o-g, sh-o-p
• 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.
• Green words are ‘go’ words. Children should be able to
decode these words using the sounds they know (e.g.) c-a-t,
sh-o-p
• Red words are tricky words that do not use the pure sounds.
We just have to learn these through constant exposure
during the sessions (e.g.) I, she, do, me, you (etc.)
Let’s practice the sounds …
These first sounds should all be stretched slightly. Try to avoid
saying
‘uh’ after each one (e.g.) /mm/ not muh, /ss/ not suh, /ff/ not
fuh.
•
•
•
•
•
•
•
•
•
•
•
•
m – mmmmmmountain (keep lips pressed together hard)
s – sssssnake (keep teeth together and hiss – unvoiced)
n – nnnnnnet (keep tongue behind teeth)
f – ffffflower (keep teeth on bottom lip and force air out sharply –
unvoiced)
l – llllleg (keep pointed curled tongue behind teeth).
r – rrrrrrobot (say rrr as if you are growling)
v – vvvvvvulture (keep teeth on bottom lip and force air out gently)
z – zzzzzzig zzzzzag (keep teeth together and make a buzzing sound)
th – thhhhank you ( stick out tongue and breathe out sharply)
sh – shhhh (make a shhh noise as though you are telling somebody to
be quiet!)
ng – thinnnnngg on a strinnnngg (curl your tongue at the back of
your throat)
nk – I think I stink (make a piggy oink noise without the oi! nk nk nk)
These next sounds cannot be stretched. Make
the
sound as short as possible avoiding ‘uh’ at the
end of
the sound:
•
•
•
•
•
t – (tick tongue behind the teeth – unvoiced)
p - (make distinctive p with lips – unvoiced)
k – (make sharp click at back of throat)
c - as above
h – (say h as you breathe sharply out –
unvoiced)
• ch - (make a short sneezing sound)
• x – (say a sharp c and add s – unvoiced)
You will find it harder to avoid saying ‘uh’
at the end of these sounds.
•
•
•
•
•
•
•
d – (tap tongue behind the teeth)
g – (make soft sound in throat)
b –(make a short, strong b with lips)
j – (push lips forward)
y – (keep edges of tongue against teeth)
w – (keep lips tightly pursed)
qu – (keep lips pursed as you say cw –
unvoiced)
The short vowels should be kept short and
sharp:
• a: a-a-a (open mouth wide as if to take a
bite of an apple)
• e: e-e-e (release mouth slightly from a
position)
• i: i-i-i (make a sharp sound at the back of
the throat – smile)
• o: o–o-o (push out lips, make the mouth
into o shape)
• u: u-u-u (make a sound in the throat)
The long vowel sounds are all stretchy sounds:
•
•
•
•
•
•
•
•
•
•
•
•
ay: ay may I play
ee: ee what do you see?
igh: fly high
ow: blow the snow
oo: poo at the zoo
oo: look at a book
ar: start the car
or: shut the door
air: that’s not fair
ir: whirl and twirl
ou: shout it out
oy: toy for a boy
Reading at English Martyrs
•
A variety of reading books are sent home with children at their appropriate
level. Children use a range of strategies to help them read eg phonic
decoding, picture cues, sight vocabulary and context cues.
•
Children can also choose to take home any book from the lending library
service at school (when the school is up and running!)
•
Your child will be heard read individually . There is not always opportunity
for this to be recorded in their reading diary as it is on-going throughout the
lessons.
•
Children read in their Read, Write, Inc. groups Monday – Wednesday.
•
Children read their literary text in their literacy sessions Thursday – Friday.
•
Children read in their guided reading groups at least once a week.
•
In foundation stage, the children have the opportunity to take storybooks
and picture books home to share with you. Children are encouraged to make
up their own stories from an early age and retell their favourite stories.
•
Your child will be read with at least once a week by either the teacher,
teaching assistant or parent volunteer.
Food for thought …
Some disturbing facts …
•
Only 40% of parents read each day to their children (0-12 years)
• 53% (0-4 years)
• 37% (5-8 years)
• 21% (9-12 years)
(YoungGov 2005)
1 in 9 children never have a story read to them at home.
In some parts of Britain 1 in 2 children never get read to at home.
Only 1 third of children are read to every day by school age.
1 in 7 dads have never read to their children!
(Research Pearson Publishers 2007)
Children should read because they want to not
because they have to!
“If reading is to become a lifelong habit, then children must see
themselves as part of a community that views reading as a significant
and enjoyable activity.” (Strommes and Mates 2004)
Useful websites for further
information …
• http://fds.oup.com/www.oup.com/pdf
/oxed/primary/rwi/parentletter.pdf
If you can access this website, the
sounds can be heard and you can
practice in the privacy of your own
home.