At Bovington Primary School we have adopted and adapted the Read Write Ink phonics scheme, whilst ensuring fidelity to it, to ensure that our children are robustly taught to decode letter-sounds through a synthetic approach to the teaching and learning of phonics.
The 'alphabetic code' is visible in every room but the vast majority of children are able to fluently decode by the end of year 1. This allows us to focus on reading for meaning, learning and pleasure.
Below you will find some useful links for parents to help your child with their learning of letters and sounds to support decoding and blending to read and segmenting to spell.
Bovington Primary School
Information for Parents on Read Write Inc. and how we teach synthetic phonics
What is Read Write Inc?
Read Write Inc (RWI) is a phonics based programme, developed by Ruth Miskin, which helps children learn to read whilst also developing a wide range of vocabulary and encouraging a love of stories.
Who is Read Write Inc. for?
The Read Write Inc. programme is for primary school children learning to read. Children will begin the programme in Reception and will remain on the programme until they are reading fluently. Our aim is for most children to be off the scheme by the end of Year 2, however some children will remain on the scheme in Years 3 and 4.
How will it work?
Children will be taught a sound a day and will be assessed regularly by their teachers. When they have reached an appropriate level they will start reading and writing alongside learning the new sounds.
Years 1 & above
All children on the Read Write Inc programme will be assessed regularly by their teachers They will continue to practice their phonic sounds alongside spelling patterns, reading activities, comprehension, Spelling and Grammar activities and story telling lessons.
How do we know RWI works?
Schools embedding this programme have been recognised by OFSTED in the HMI ‘Reading by Six Report’ (November 2010) as an example of how the best schools teach reading.
What does the RWI teaching process look like at Bovington?
Children are first taught the pure ‘set 1 sounds’ so that they will be able to blend the sounds in words more easily. In School we call this ‘Fred Talk’. We do not use letter names at this stage; we simply focus on the sounds that are used to sound out words. To view correct pronunciation of the sounds, see the link below: http://www.youtube.com/watch?v=5J2Ddf_0Om8
At this stage, the children are not only taught the ‘sound’ the letter makes, but also how to form the letter, using a rhyme and picture prompt.
When using these sounds to sound out words in ‘Fred Talk’ we do so like this: m-a-t (mat) c-a-t (cat) f-r-o-g (frog)
Set 1 sounds
Once your child knows all of their set 1 sounds and is able to read words using ‘Fred Talk’ they will then begin to learn ‘Set 2 sounds’.
Set 2 sounds
oo oo ar or air ir ou oy
Each set 2 sound has a rhyme to accompany it when the sound is taught.
For example the word ‘play’ cannot be sounded out as ‘p-l-a-y’. The word contains the ‘ay’ sound so will be sounded out as ‘p-l-ay’.
Other examples for this sound include:
may = m -ay
tray = t-r-ay
Sunday = S-u-n-d-ay
Set 3 sounds:
Your child will then move on to set 3 sounds and continue to be challenged with story books and writing activities to stimulate their minds further.
The set 3 sounds are highlighted in pink and as you can see for one spoken sound (phoneme)
such as ‘ay’ – there can be a number of ways to write that sound (grapheme). For example:
play = p-l-ay
snail = s-n-ai-l
cake =c-a ke
The sound you hear in these words sounds the same, but is written using a different letter pattern.
An example of a set 3 sound card for ‘a-e’ as in ‘make a cake’
What are Red Words?
These are words that are unable to be sounded out and so are irregular (common exception words). Children simply have to learn to recognise, read and spell these words as they cannot be sounded out using any sort of phonics strategy.
Examples of red words:
In summary how and what do the children learn?
learn 44 sounds and the corresponding letters/letter groups using simple picture prompts. learn to read words using sound blending.
Read lively stories featuring words they have learned to sound out.
After meaningful discussion led by an adult children show that they comprehend the stories by answering questions.
learn to write the letters/letter groups which represent the 44 sounds
learn to write words by saying the sounds and graphemes
learn to build sentences orally using adventurous vocabulary
start with simple sentences and develop towards more complex ones by the end of the programme
compose a range of texts using discussion prompts
Children are assessed so they work with children at the same level. This allows them to take a full part in all lessons. They work in pairs so that they:
answer every question
practise every activity with their partner
take turns in talking to each other
How can I help my child at home?
Establish a routine to include reading regularly throughout the day and the week Have fun with Fred Talk at home e.g. Where is your c_oa_t? Time for b_e_d! Encourage your child to ‘Fred Talk’ or ‘sound out’ any unfamiliar words
Recognise ‘red words’ together – remember ‘you can’t Fred a red!’
Read as many stories to your child as you can. Traditional tales, stories from other cultures, poetry, their favourite story - talk about the stories with them.
Explain the meaning of new words. Most importantly though, show the fun that can be gained by listening to stories.
What resources are available to help me support my child at home?
Read Write Inc. Website:
For Parents: http://www.oup.com/oxed/primary/rwi/forparents/
Oxford Owl with Free E Books: http://www.oxfordowl.co.uk/Reading/
We all know that reading opens the door to all learning.
A child who reads a lot will become a good reader.
A good reader will be able to read challenging material.
A child who reads challenging material is a child who will learn. The more a child learns the more a child wants to find out.