Parent Workshop Friday 6th November 2015 RWI RWI Reading RWI Writing

What is RWI? There are three programmes we are using: Read Write Inc Phonics Read Write Inc Reading Read Write Inc Get Writing

The Simple View of Reading RWI Guided Reading The Simple View of Reading The government now recognises the model of the ‘simple view of reading’, recommended in the Rose Report (2006). Children need to have both good word recognition and good oral language comprehension in order to read. Good Word recognition; Good Language comprehension Poor word recognition; Good language comprehension GOOD Language comprehension processes Word Recognition Good word recognition is dependent upon decoding quickly and good language comprehension is dependent on the independent use of talk. As readers we need to decode rapidly before we can even take in the most simple message. To understand complex passages we need to decode as easily as breathing so that all our energy can go into comprehending the passage on the page. Without speedy decoding comprehension is impossible. Learning to read well takes 18 months to 2 years, however when children begin reading well, their language comprehension accelerates hugely. The ‘Learn to Read’ phase should be achieved by the age of seven. Word Recognition POOR GOOD Good word recognition; poor language comprehension Poor word recognition; Poor language comprehension Language comprehension processes POOR

RWI Success in our school RWI initially started as a programme for children from Reception to Year 4 with intervention programmes for years 5 & 6 children who required this. RWI groups now are for children in Nursery , Reception and Year 1 with a small group of children from Year 2 taking part in an intervention programme.

Key Vocabulary Phoneme- the sound a letter makes. Grapheme – is a letter or a number of letters that represent a sound (phoneme) in a word. Decoding means translating written words into the sounds and meanings of spoken. words (often silently) (sounding out). Encoding- (or spelling) is the reverse process. Also discuss digraph, tri-graph, 4 letter grapheme

RWI Phonics The purpose of RWI phonics is for children to complete it as quickly as possible so that they will then be able to read a wide range of books that will propel their vocabulary growth. Share with parents the sounds and formation of letters. Speed Sounds set 1-3, blending and segmenting. Provide an overview of the sounds that each letter makes. Might want to refer to page 162 of phonics handbook. Respond to any questions parents may have. Watch You Tube video – the correct pronunciation of phonic sounds. Also discuss the need to play games to support aural understanding of blending and segmenting.

RWI Reading – An overview of a session There are nine reading activities: Practise reading the Speed Sounds – decoding Read the Green, Read and Challenge Words – decoding Listen to the introduction – language comprehension Discuss the vocabulary – language comprehension Read the story – decoding Re-read the story and discuss the ‘questions to talk about’ – language comprehension and decoding Read the story with fluency and expression – language comprehension and decoding Answer the ‘questions to read and answer’ – language comprehension and decoding Practise reading the Speed Words - decoding In addition to storybooks there are Non-fiction books. Children will move through the programme at the pace of their reading progress so that they can complete the programme as quickly as possible. Children will know the speed sounds before starting each of the books. Before children read the story they review the sounds they know and practise reading the words. The children will read the story three times, once to decode the words, the second time so the teacher can ensure they fully comprehend and thirdly to discuss the story in greater depth and to plan their writing.

Storybooks – Getting Started – Activity 1 (Speed Sounds) Before children read the story they review the sounds they know and practise reading the words. Activity 1 My turn, your turn. Partner teaching Set the purpose Providing an overview of the reading session, provide an example of the reading book, explain my turn, your turn, partner teaching and setting the purpose. Provide each pair of parents a sample of a book so that they can see the simple speed sounds.

Storybooks– Activity 2 (Green, Red and Challenge Words) The children will then practise the words that will be used in the Storybook, particularly the multi-syllabic words and any tricky words. Activity 2 My turn, your turn. Partner teaching Set the purpose My turn, your turn Read in Fred Talk (sounds) spin six stuck black flat pink long thin them munch this Read in syllables can’ not cannot Providing an overview of the reading session, provide an example of the reading book, explain my turn, your turn, partner teaching and setting the purpose. Provide each pair of parents a sample of a book so that they can see the simple speed sounds. Read the root word first and then the ending sit sitting bug bugs spot spots wing wings said the my are

Storybooks– Activity 3 (Listen to the introduction) Children at this point will be given a general overview of the story and understand the meanings of unfamiliar words of phrases. Storybooks– Activity 4 (Discuss the Vocabulary check) Providing an overview of the reading session, provide an example of the reading book, explain my turn, your turn, partner teaching and setting the purpose. Provide each pair of parents a sample of a book so that they can see the simple speed sounds. Children will read through the story to select and further vocabulary and phrases that might need to be explained.

Storybooks– Activity 5 (Read the story) Children will have the opportunity to read the text independently and to help their partner read every word correctly – no guessing! Model partner teaching Set the purpose Providing an overview of the reading session, provide an example of the reading book, explain my turn, your turn, partner teaching and setting the purpose. Provide each pair of parents a sample of a book so that they can see the simple speed sounds.

Storybooks– Activity 5 (Read the story and discuss the ‘questions to talk about’) FIND IT QUESTIONS SIMPLE QUESTIONS THAT ARE RIGHT THERE ON THE PAGE This can also link to the books the children are reading as part of their homework reading tasks also. Respond to any questions parents may have on the reading strand. PROVE ITQUESTIONS MORE INVOLVED QUESTIONS THAT ASK THE CHILDREN TO EMPATHISE OR USE EVIDENCE

RWI Get Writing! There are 3 main processes involved in writing: handwriting, encoding (spelling) and language comprehension. Encoding Language Comprehension Handwriting Handwriting is not taught in RWI sessions but within the whole class teaching. Each process is taught discretely, step by step so that children are helped both in what to write and how to write until the how becomes effortless. Language comprehension is developed throughout the school day as well as in ‘Get writing’ Children will be encouraged to write a wide range of text types in a variety of different styles. Children are taught how to form letters of the alphabet accurately, quickly and effortlessly. The formation is practised every day until children can write the alphabet letters quickly and easily. Storytimes Talk through the day Talk and write through play Speed Sound Lessons teach children both to decode for reading and encode for writing.

Get Writing! – An overview of a session There are nine writing activities: Play ‘Fred Rhythms’ to learn to spell the words – Children to identify any potential problem grapheme in the word. Play ‘Fred Fingers’ to memorise spelling – Children to practise saying the sound and spelling. Carrying out a spelling check – For children to practise spelling words with the tricky grapheme. Take a spelling test – For children to check they can spell the word. Hold a sentence- For children to develop the ability to hold a sentence before writing and to practise encoding skills. Build a sentence- For children to build a picture that includes and shows the meaning of the given word. Edit a sentence- For children to develop their own editing skills. Picture Strip and Guided Writing – For children to write a composition using pictures/frames and bubbles and to apply the vocabulary, sentence structures and ideas developed. To discuss the overview of a writing session and reinforce the links between the reading sessions.

Get Writing!– Getting Started – Activity 1 – Play ‘Fred Rhythms’ Read in Fred Talk (sounds) spin six stuck black flat pink long thin them munch this Read in syllables can’ not cannot Activity 1 My turn, your turn. Think out loud Read the root word first and then the ending sit sitting bug bugs spot spots wing wings Model ‘Fred talk’ and using this to support writing. Discuss the changing of hands depending on children’s writing hand. said the my are

Get Writing! – Activity 2 – Play ‘Fred Fingers’ to memorise spelling The children will practise saying the sounds and spelling (without looking at the word) Activity 2 My turn, your turn. Read in Fred Talk (sounds) spin six stuck black flat pink long thin them munch this Read in syllables can’ not cannot FW – to model Read the root word first and then the ending sit sitting bug bugs spot spots wing wings said the my are

Get Writing! – Activity 3 – Carry out a spelling check Children at this stage will practise spelling the words with the tricky grapheme. This will be carried out through partner teaching. Get Writing!– Activity 4 – Take a spelling test Model how this would be presented. The teacher will say the words from the spelling list asking the children to write them down. Children will mark their own spellings.

Get Writing! – Activity 5 – Hold a sentence These are then written in their Get Writing book. My turn, your turn. Punctuation mimes. We all need to remember not to underestimate the number of times children will need to repeat the sentence before they can ‘hold’ it. This may need to be five or six times. Model how to hold a sentence and share examples of higher and lower level books.

Get Writing!– Activity 6 –Build a sentence Build a sentence – starting with a sentence stem. Deconstruct a ‘ready-built’ sentence Build a sentence – starting with a simple sentence. Model sentence development – this can also link to any Literacy homework children are completing. Deconstruct a sentence – e.g. Cinderella sat in despair hunched in the corner by the fire, weeping because she could not go to the ball. Which words show you the despair Cinderella was feeling? Are there any words you could change? Re-write the sentence. Build a sentence – Layer the vocab in the sentence. E.g. Cinderella was in despair “Where was she sitting?” Cinderella sat on the cold bare floor in despair. How was she sitting? Cinderella slumped on the cold bare floor in despair. Build a sentence from a stem – Start with an adverb (Despairingly, Cinderella sat on the floor.) Start with a verb (Slumped in despair on a cold bare floor)

Get Writing!– Activity 7 –Edit a sentence Children will look at the sentence in the Get Writing book, partner work by reading the sentence and telling each other the errors. Children will be asked to edit the errors in their books. Get Writing! – Activities 8 and 9 – Picture strip and Guided Writing Model how this would be presented. Children will have developed their ideas so they have something to say. After input, the teacher will rub out the sentence they have written on the board and encourage the children to write their own different sentence. 3. The children will practise saying their own sentence to their partners. 4. The children will be encouraged to re-read the sentences to themselves as they write.

Any Questions? 1:1 RWI tutoring RWI groupings RWI Timetabling Explain1:1 tutoring, groupings and timetabling. 1:1 RWI tutoring RWI groupings RWI Timetabling