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Boston St Mary's RC Primary Academy


Boston's Catholic School

Read Write Inc Phonics

Read, Write, Inc. Phonics

 

 

 

Read, Write, Inc. (RWI) Phonics is an inclusive literacy programme for all children learning to read. Children learn the 44 common sounds in the English language and how to blend them to read and spell. The scheme includes both a reading and a writing focus.

Reading is the key that unlocks the whole curriculum so the ability to efficiently decode is essential. The RWI sessions are expected to occur each day with no exceptions, as the continuity and pace of the programme is key to accelerating the progress of children’s reading development.

This video shows your how to correctly pronounce the pure sounds:

 

 

 

Further information for parents can be found here.

Aims and Objectives.

To teach children to:

  • apply the skill of blending phonemes in order to read words.
  • segment words into their constituent phonemes in order to spell words.
  • learn that blending and segmenting words are reversible processes.
  • read high frequency words that do not conform to regular phonic patterns.
  • read texts and words that are within their phonic capabilities as early as possible.
  • decode texts effortlessly so all their resources can be used to comprehend what they read.
  • spell effortlessly so that all their resources can be directed towards composing their writing.

Teaching and Learning Style

This is based on the 5 Ps.

Praise
Children learn quickly in a positive climate.

Pace
Good pace is essential to the lesson.

Purpose
Every part of the lesson has a specific purpose.

Passion
This is a very prescriptive programme. It is the energy, enthusiasm and passion that teachers put into the lesson that bring the teaching and learning to life!

Participation
A strong feature of RWI lessons is partner work and the partners ‘teaching’ each other (based on research which states that we learn 70% of what we talk about with our partner and 90% of what we teach).

It is important to remember to never give up! Every child can learn to read if you persevere.

Planning

Pupils work within ability groups which are defined by their performance on RWI phonic tests. Pupils are re-tested during the year and the groups are reorganised accordingly.

Teacher generated planning is minimised as the planning is integrated into the teacher’s handbooks and follows set routines. Each group leader has a printed format for planning ditties or storybook lessons. To this framework is added the particular ditty/ storybook being studied, new phonic elements that are being introduced and any other points worthy of note for future use.

TAs will be responsible for planning for their RWI groups, with the support of the RWI manager as required. TAs will be given preparation time prior to the daily sessions.

Delivery of Phonics

  • Initial sounds are to be taught in a specific order.
  • Sounds taught should be ‘pure’ ie ‘b’, not ‘buh’ as this is central to phonic teaching and ability to recognise sounds in words.
  • Blends are to be declustered. eg bl is two specific sounds.
  • Children are to be taught that the number of graphemes in a word always corresponds to the number of phonemes. This greatly aids spelling.
  • Set 2 sounds are to be taught after Set 1 (initial sounds)
  • Letter names are to be introduced with Set 3.

RWI across the school

Foundation Stage:

RWI is fully implemented in Reception but the class will not be split into groups until the initial sounds have been taught. Once the sounds have been taught assessments will take place to determine groupings.

Sessions will take place daily. Within this time a 10 minute speed sounds session will occur with follow up handwriting sessions while children access continuous provision, inline with the EYFS.

Key Stage One:

RWI groups will be set following assessments carried out by the RWI manager. The sessions will occur daily for 1 hour. These sessions will replace literacy teaching in a formal English lesson with a 10 minute Speed Sounds session followed by Reading and Get Writing! sessions. Once children ‘come off’ the programme they will then access English sessions.

Key Stage Two:

RWI groups will take the form of an intervention during English sessions for those children with the greatest need in year 3. In years 4, 5 and 6 the ‘Fresh Start’ Programme will be implemented as an intervention, with several sessions according throughout the day.

SEN/Able Pupils

SEN pupils are fully involved in RWI lessons as all pupils work in ability groups and teaching is geared to the speed of progress of each group. 1:1 tuition will be identified by the RWI manager/SENCO if required.

Able pupils are catered for as groups are based on ability and there is the flexibility to accommodate gifted younger pupils within groups of older children.

Assessment and Recording

  • Children are assessed throughout every lesson. Every time partner work is used the teacher assesses the progress of her children. The teacher assesses how children:
  • read the grapheme chart
  • read the green and red word lists
  • decode the ditty/story
  • comprehend the story

Each group leader is requested to keep a register to identify pupils that are absent or pupils that need extra reinforcement of a particular element that has been covered.

Formal assessment is carried out periodically by the RWI manager using the RWI phonic checks. This allows for achieving homogeneity within each group and indicates the correct access point for new entrants.

Monitoring and Review

The RWI manager

  • tests all KS1 pupils and designates pupils to the correct groups.
  • assigns  leaders to groups
  • ‘drops in’ on RWI groups to give advice and to informally check that pupils are in the correct groups
  • where necessary models lessons
  • attends up-date meetings when they occur and reports back to the RWI group leaders
  • speaks with the head teacher regarding groupings, teaching spaces and other pertinent matters
  • is responsible for reporting to the governors about the quality of the implementation of RWI and the impact on standards.