Phonics at Flora Gardens
Read Write Inc (RWI)
RWI Phonics is presented in a simple but exciting format so that pupils can learn how to read and write sounds effortlessly. First, we teach pupils the different pictures that relate to the sounds in the programme.
We use a Frog called Fred to play ‘Fred Talk’ games to help with oral blending and to assist pupils when reading words by sound-blending. Fred says the sound and children help him blend the sounds to read each word. Then we teach the children different spellings of the same sounds and use phrases to help them remember each sound, for example, ‘may I play?’ accompanies the ‘ay’ sound. We refer to speed sound charts so that pupils can begin to make connections between the different graphemes they are learning to represent the sounds.
We want pupils to work together so teamwork is a key part of the RWI sessions. Partner work is very important; the teacher observes and checks what they know and only moves on when pupils are ready.
Pupils are introduced to new characters and words along with the tricky ‘red words’ prior to reading a RWI text. We want them to get excited about the story. They then read the book at least two times in school and take a copy of the book home; where they should then be able to share the story confidently with some expression or a ‘storyteller’ voice.
Nursery
In Nursery children listen to, learn and join in with carefully chosen stories, rhymes, poems and songs. They then use this to role-play together, develop vocabulary and build sentences orally and make up stories through planned talk experiences. In the summer term set 1 sounds are introduced to the children. A short RWI session will happen daily for the children with the focus of learning being to learn the initial letter sounds and introduce oral blending through ‘Fred Talk’ throughout the day.
Reception
In Reception children engage in daily phonics lessons. In the first four weeks of Reception, the initial sounds (Set 1 Speed Sounds) are taught in class groups for 20 minutes per day. After this period, children are individually assessed and grouped homogeneously according to their stage. Children then receive daily phonics teaching in these groups and are assessed termly where they are grouped homogeneously to ensure that they make the most progress. One to one or small group sessions may be provided for some children. Staff may also use ‘Pinny Time’ to revisit key sounds/words at different points throughout the day.
Key Stage 1
Children in Key Stage 1 continue to be taught phonics in small homogeneous groups, depending on their stage. The lesson lasts 25 minutes and this includes a speed sounds lesson which teaches oral blending, new speed sounds and revision of previous speed sounds, decoding words, reading common exception words, decoding ‘alien’ (pseudo) words, and spelling. Children then read and comprehend a book which is carefully matched to their phonics knowledge.
By the time children complete the transition from year 1 to year 2 we intend that they will have completed the RWI phonics programme. Those children who have not reached the expected level will continue to access the RWI programme and receive additional targeted intervention to ensure they catch up with their peers.
Intent
At Flora Gardens Primary School, the systematic teaching of phonics has high priority in EYFS and Key Stage 1. We use a synthetic phonics teaching programme produced by Ruth Miskin called Read Write Inc. (RWI) Phonics as a basis to teach our pupils to read and write. RWI is a method of learning centred around letter sounds and phonics, and we use it to aid children in their reading and writing. Pupils usually complete the programme by Year 2.
Implementation
Through the teaching of phonics, children are taught the essential skills needed for reading and writing. Phonics is taught daily to all children in Foundation Stage and Key Stage 1. Phase 1 phonics begins in Nursery and as children move into Reception they continue to build on their listening skills and are introduced to Set 1. Children revise previous learning, are taught new graphemes/phonemes, practise together and apply what they have learnt, giving teachers opportunities to assess the learning. These regular assessments inform planning and allow teachers to identify any gaps or misconceptions. Extra support is provided for children across all years who are working below the expected level, as well as planned interventions to the children in Year 2 who did not pass the phonics screening in Year 1. As well as whole class phonics lessons, pupils also have regular reading sessions with an adult to ensure they are practicing and applying their phonics skills. Books which match children’s Read Write Inc groups are sent home for the children to read, a copy of the book that they are reading in their phonic group as well as a ‘library’ book that the children choose to promote reading for pleasure and a love of reading.
Impact
Through the teaching of systematic phonics, our aim is that our children will become fluent readers by the end of Key Stage 1. Children can then focus on developing comprehension skills and fluency as their journey through Flora Gardens continues.
Attainment in phonics is measured by the Phonics Screening Test at the end of Year 1. Reading opens the door to learning. A child who reads a lot will become a good reader. A good reader will be able to read more challenging material. A child who reads challenging material is a child who will learn.
Reading
When using RWI to read the children will:
- Learn 44 sounds and the corresponding letter/letter groups using simple prompts
- Learn to read words using sound blending (Fred talk)
- Read lively stories featuring words they have learnt to sound out
- Show that they comprehend the stories by answering ‘Find It’ and ‘Prove It’
Writing
When using RWI to write the children will:
- Learn to write the letter/letter groups which represent the 44 sounds
- Learn to write words by saying the sounds and graphemes (Fred fingers)
Talking
When using RWI the children will also work in pairs:
- To answer questions
- To take turns talking and listening to each other
- To give positive praise to each other
Watch our parent tutorials to learn all about how to support your child as they learn with Read Write Inc. Phonics, with detailed ideas and advice on pronouncing pure sounds, blending, and special friends.
You can find more information about our phonics scheme at
https://www.ruthmiskin.com/en/find-out-more/parents/
Understanding Phonics
https://www.oxfordowl.co.uk/for-home/reading-owl/find-a-book/read-write-inc-phonics–1/understanding-phonics-video
Pronunciation Guide
https://www.oxfordowl.co.uk/for-home/reading-owl/find-a-book/read-write-inc-phonics–1/phonics-pure-sounds-video
Teaching a Set 1 Sound
https://www.oxfordowl.co.uk/for-home/reading-owl/find-a-book/read-write-inc-phonics–1/set-1-sound-phonics-video
Independent Blending
https://www.oxfordowl.co.uk/for-home/reading-owl/find-a-book/read-write-inc-phonics–1/independent-blending-phonics-video
Two letters, one sound
https://www.oxfordowl.co.uk/for-home/reading-owl/find-a-book/read-write-inc-phonics–1/two-letters-one-sound-phonics-video
Teaching Blending
https://www.oxfordowl.co.uk/for-home/reading-owl/find-a-book/read-write-inc-phonics–1/sound-blending-phonics-video
Year 1 Phonics Check
Towards the end of Year 1 (June), children sit a phonics screening check to test their phonic knowledge and understanding. This is conducted by the year 1 class teacher who has received suitable training. The children who score low on the check, even if passed, will still be integrated into the RWI scheme in the following academic year. Any children who do not pass the check will resit it in June in Year 2. Any children who re-take it and do not pass will continue to receive RWI intervention and support until they are competent at reading.
Key Information about the Year 1 Phonics Check
Shared Vision
We, as a school, are determined to provide the best phonics teaching to our children and therefore ensure all staff members teaching Read, Write, Inc. sessions are regularly up-to-date with the correct training. All of our staff members have access to all of the training videos to recap different areas of the sessions they deliver. We also ensure our parents and carers are kept up-to-date too by sharing Read, Write, Inc. resources, information and ‘how-to’ videos in order to support their children at home.
Flora Gardens Phonics Progression following RWI
Phonics Script
Say the sound
Today we are learning the sound ‘ou’
‘ou’, ‘ou’, ‘ouuuuuu’, ‘ou’
Get large card and introduce with ‘What are these children saying?’ Read phrase ‘Shout it out’
‘ou’, shout it out’, ‘ou, ‘shout it out’
MTYT ‘ou’, shout it out’, ‘ou, ‘shout it out’
Fred talk time. out shout loud mouth round found
Read the sound
Card ‘ou, shout it out’
‘ou, two letters, one sound, ou. Special friends ou’
Children: ‘ou’
Look and point to speed sound chart ‘ou’ and show ‘ou’
‘Watch me. Show ou side of card, ‘ou’, turn over and show phrase ‘ou, shout it out’, ‘your turn’, do a few times
Review the words
‘Let’s get ou in the pack’. Put in. ‘Watch me’ saying sounds and pointing to’ou’
‘Ok, even quicker’. Do it again. ‘Super speedy sounds!’
Word time – Read the words
‘Let’s read some words. Special friends, Fred talk, read the word. Watch me’ Model twice. out shout loud mouth round found
‘Your turn. Special friends, Fred talk, read the word’.
Review the words
‘Review time. These are not new for you. Special friends, Fred talk, read the word.’ Green cards food look twirl
‘Let’s Fred in your head. Watch me’. Model Fred in your head whispering and saying word when pushed forward. Model twice.
‘Ready? Your turn, Fred in your head.’ Do green words pushing forward.
‘Let’s get speedy’. Model reading words not pushed forward.
Reading assessment
‘Alien words. They are not real words.’ Special friends, Fred talk, read the word. Plout charp
Spell with Fred Fingers
1,2,3 back to seats.
‘We are going to write some words.’ loud ‘Hide your Fred fingers. How many sounds for ____? Show me. Four sounds. Four Fred fingers. _____. Pinch the sounds. Model with fingers with the sounds. ‘Write it’
Whilst walking around, ‘Underline your special friends’. Go to whiteboard. ‘Ok, tell me the sounds for _____. I’m going to underline my special friends. Let’s tick each sound. If you need to fix it so it looks like mine, do that now. Next word’. Do again. 3 words: found shout mouth
Spell review
‘Spell review. Spell these words you have learned before.’ Sport sharp
Final Challenge
1,2,3. Come back to carpet. ‘Let’s spot ou in the pack’.
