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An overview of what Read, Write, Inc. is, how it works, what the children learn and how you can as parents/carers can help!

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Presentation on theme: "An overview of what Read, Write, Inc. is, how it works, what the children learn and how you can as parents/carers can help!"— Presentation transcript:

1 An overview of what Read, Write, Inc. is, how it works, what the children learn and how you can as parents/carers can help!

2 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 If English had a simple code spelling and reading would be much easier!!

3 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.

4 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.

5 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

6 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.

7 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

8 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!

9 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.)

10 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)

11 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)

12 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)

13 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)

14 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

15 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.

16 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)

17 Useful websites for further information … /oxed/primary/rwi/parentletter.pdfhttp://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.


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