1. Welcome to (school name)
Fresh Start
Welcome to a brief taster of our Read Write Inc. Fresh Start literacy programme.
Please insert own notes for introduction/welcome.
Display the simple and complex charts so you can refer to them during this session.
Welcome to (school name)
11/3/2017

2. Fresh Start Literacy Progamme
The more that you read, the more things you will know. The more you learn, the more places you will go.
- Dr Seuss
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3. What is Read Write Inc Fresh Start?
A rapid learn to read programme
So pupils can…
Read to learn for the rest of their lives
We will all have been in the learn to read phase at some time in our lives.
The quicker we we learn to read, the quicker we can begin to read to learn – this phase lasts for the rest of our lives.
Readers have access to abstract thought, complex chronology, different view points – there’s a world out there. Readers can visit anywhere anytime – in books, on the internet.
Some children have so far struggled to acquire these reading skills.
Read Write Inc. Fresh Start offers older primary and lower secondary children, who have not made progress in their reading, a second chance to catch up and become fluent readers.
Read Write Inc Fresh Start is a proven intervention programme for pupils in years 5, 6, 7, 8 who are working below expected levels
( National Curriculum Level 3.)
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4. Why Read Write Inc Fresh Start?
Tried and tested over many years
Systematic and structured
Success in reading
Training and ongoing staff development
We chose this particular programme because…..(insert own reasons here!) and we know that RWInc Fresh Start Literacy:
is rooted in synthetic phonics.
has been tried and tested over and over again
is systematic, structured and therefore results in rapid teaching and learning of sounds & blending
means that, importantly and simply, when learners know these sounds well and they can blend, they read texts that are carefully matched to the sounds they know. Which means that they are successful from the very beginning of the programme!
all staff have been given 2 whole days intensive training to teach the programme
Quote from Ruth:
“When children can’t read there is low self esteem. We want them to be reading with confidence, to be able to read quite sophisticated texts.”
Ruth Miskin – former headteacher and creator of Read Write Inc Phonics/ Fresh Start
11/3/2017

5. Pupils in Y5 and upwards who need to ‘catch-up’quickly
Who is it for?
Pupils in Y5 and upwards who need to ‘catch-up’quickly
In using Read Write Inc. Fresh Start we will ensure that pupils who are struggling to acquire fluent reading and who have so far slipped through the net – for whatever reason, will be taught to read as quickly as possible.
We will also teach comprehension and writing skills to ensure all pupils can understand what they read and can express their own thoughts in their own writing.
This means they are better equipped to succeed in all aspects of school – and in everyday life.
A few children who need extra support to maintain progress, work with a reading tutor (teaching assistant/ teacher) for a further 10 minutes later in the day to ensure that they do not fall behind their peers.
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6. Learn 44 sounds and matching letters
How does it work?
Pupils:
Learn 44 sounds and matching letters
Learn to blend sounds to read words
Read lots of specially written texts
This is decoding
Hold up some set 1, 2 & 3 cards as you say the 1st & 2nd point but don’t explain further yet!
Hold up some Modules / anthologies as you say the 3rd point but don’t explain further yet
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7. Talk a lot about what they have read to show they understand
How does it work?
Pupils:
Talk a lot about what they have read to show they understand
Listen to and discuss ideas to deepen understanding
This is comprehending
As well as decoding (ie can read words) we develop pupils’ comprehension – (ie their understand of what they have read/ discussed.)
Explain that Speaking & Listening elements of literacy are built in to RWI from the very beginning through lots of talking and partner work.
TALKING
Pupils/ Students are assessed so they work with pupils who are 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
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8. Learn to build sentences orally using adventurous vocabulary
How does it work?
Pupils:
Learn to spell words by saying the sounds and writing the matching letter groups
Learn to build sentences orally using adventurous vocabulary
Write simple and increasingly complex sentences
Compose a range of texts using discussion prompts
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9. An initial assessment indicates the best starting place for each pupil
Summary ( optional)
An initial assessment indicates the best starting place for each pupil
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10. Copyright Ruth Miskin Literacy
Fresh Start Modules: reading and writing
Fresh Start resources for pupils (suitable for Y5 onwards) who need to catch up quickly.
The Fresh Start Modules contain engaging, age-appropriate stories and non-fiction texts
The 33 modules give clear progression and practice in reading and develop comprehension and writing skills
The anthologies provide extra practice and consolidation
All the text have been specially written for this age group
Taught most days – (describe own lesson structure e.g. in English lessons – four/ five times per week)
11/3/2017
Copyright Ruth Miskin Literacy
Copyright Ruth Miskin Literacy

11. Reading and writing
Languages are made up of speech sounds (phonemes) Alphabets are used to record these sounds (graphemes)
As adults we can help our children in many ways. Knowing about the process of reading and writing is one way.

12. All words are made up of sounds In English there are 44
Say a short sentence in Sound Talk (use very pure sounds – no ‘uh’) to illustrate e.g. say “s_o i_f I t_al_k i_n th_i_s w_ay, y_ou w_i_ll h_ear ea_ch s_ou_n_d i_n m_y w_or_d_s!
Explain 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.
Say that in school we sometimes use a character called Fred who can do this beautifully! We call talking like this Fred Talk or Sound Talk. Hold up a Fred or equivalent if using!
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13. Graphemes
A grapheme is a sound written down English has more than 150 graphemes The most complex alphabetic code in the world!
Explain that in English we have more than 150 ways to represent 44 sounds using our 26 alphabet letters, so groups of letters are used as well as single letters – these are called graphemes. Explain that we will teach the 100 most commonly used graphemes for the 44 sounds. But we will teach them systematically and very thoroughly.
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14. This chart shows the most usual graphemes for the 44 sounds
See next slide.
Display the simple and complex charts so you can refer to them easily.
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15. Because English is made up of various languages – Anglo Saxon Latin French
we have 44 sounds
Not only that but each of the 44 sounds is written with more than one grapheme.
ONE SOUND MANY GRAPHEMES!
This chart shows the most usual graphemes for the 44 sounds
Explain that each box is a sound box showing different ways to read and write the sound. Demo the ‘f’ sound box with examples of words ‘fun’, ‘huff’, ‘photo’ and the ‘or’ sound box with examples of words ‘or’, ‘door’, ‘more’, ‘dawn’, ‘author’.
This is called an opaque or complex code. Learning to decode and encode this alphabet is a lot harder than, for example, Spanish.
So we teach the simple code (simple chart on next slide) before we teach the complex code (complex chart). 15

16. Copyright Ruth Miskin Training
Pupils learn a simple code first
Explain that this chart shows just one grapheme per sound.
We divide them into Set 1 and Set 2 & we systematically teach Set 1 & blending and then Set 2 and then we go on to the full chart which includes Set 3.
Don’t go into detail – say this is just to explain the basics. Quickly ‘show-off’ by whizzing through the chart in pure sounds!
03/11/2017
Copyright Ruth Miskin Training
Copyright Ruth Miskin Literacy

17. If English had a simple code
spelling and reading would be much easier!
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!!
Have a quick read for fun.
But of course, it’s not like this!!
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Copyright Ruth Miskin Literacy

18. Copyright Ruth Miskin Training
c-a-t
ch-a-t
l-igh-t
c-r-a-sh
As they learn the sounds and graphemes, we will teach your son/daughter to blend by hearing the words in Sound Talk / Fred Talk first.
Once they know the graphemes they can sound-blend/Fred Talk to read words.
03/11/2017
Copyright Ruth Miskin Training
Copyright Ruth Miskin Literacy

19. understanding how ‘Fred’/ Sound Talk helps with reading and spelling
How can you help?
By...
using pure sounds
knowing the graphemes
understanding how ‘Fred’/ Sound Talk helps with reading and spelling
First of all, you can help your child if you know how to pronounce the 44 sounds perfectly – pure sounds – and understand the blending process.
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.
There are lots of other ways to help but 1st let’s look at the 44 sounds, then the ways we read and write those sounds!

20. Set 1 sounds Set 2 sounds f l m n r s v z sh th ng nk b c d g h j p qu
Consonants: stretchy f l m n r s v z sh th ng nk
Consonants: bouncy b c d g h j p qu t w x y ch k
Vowels: bouncy
Vowels: stretchy a e i o u ay ee
igh ow
Explain that there is an audio guide on the Ruth Miskin Literacy website and a downloadable parent letter which gives guidance on pure pronunciation but you should go through these sounds quickly with parents using My Turn/Your Turn.
Also Ruth gives lots of advice to parents at this website
Could show a small example and give web address.
Stress you must not use letter names at this stage – just pure sounds. Emphasise getting rid of the ‘uh’ to help blending. Parents usually love this bit! Make it fun! Set 1 then long vowels in Set 2.
Explain that when the children are taught the sounds they use the cards and a multi-sensory approach – hold up the cards again. oo ar or
air ir ou oy
Set 1 sounds
Set 2 sounds

21. Set 2 Set 3 f l m n r s v z sh th ng nk ff ph ll le mm mb nn kn rr wrss se c ce ve zz ti ci b c k d g h j p qu t w x y ch bb ck dd gg ge
dge pp tt wh
tch a e i o u ay ee
igh ow ea
a_e ai y
i_e ie
o_e oa
Explain again the sound boxes and say this chart show the many different graphemes for the same sounds! No other language has a many to learn! Pink graphemes are Set 3 – explain they only learn these once they know all of Set 1 & 2 effortlessly – systematic and structured! oo ar or
air ir ou oy
ire
ear
ure
u_e ue ew
oor
ore aw au
are ur er ow oi

22. Helps pupils learn to read Sound talk means only talking in sounds...
(e.g. Fred can only say c_a_t, he can’t say cat)
We call this Fred Talk/Sound talk
Sound talk / Fred talk explain use
Hold up your Fred / Sound talk character!
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23. Copyright Ruth Miskin Literacy
Fred...
If we understand Fred/Sound talk
we can blend orally
Blending is needed for reading
Use My Turn Your Turn with the parents to have a go at some Sound Talk – you Sound Talk a CVC word d_o_g, they Sound Talk it back & ask them to tell you what word Fred is trying to say. Do a few words – sh_o_p, d_ay, s_p_l_a_sh etc. This is oral blending.
Say that once your son/daughter knows the graphemes for each sound, they can use Sound/Fred Talk for reading any word – write one of the words on a board and Sound Talk then say whole word – point to each grapheme as you Sound Talk it.
Many pupils who have struggled so far know some graphemes but not all.
11/3/2017
Copyright Ruth Miskin Literacy
Copyright Ruth Miskin Literacy

24. Fred helps pupils learn to spell as well!
Pupils convert words into sounds
They press the sounds they hear on to their fingers...
We call this Fred/Sound Fingers
Show how to use fingers to spell some of the words you have just blended. Use My Turn Your Turn with the parents – say “show me three fingers – the word is dog.” (or shop or wish or any 3 sound word) “Now put your sounds on your fingers!”
This is the reversibility principle of decoding for reading and encoding for writing.
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25. So how can you help your son/daughter?
By knowing the 44 pure sounds
By knowing how to blend using Fred Talk for reading m_a_t
By knowing how to use Fred Fingers for spelling
These are the things we have gone through (briefly – only able to touch surface in this short session!) but there are other things that you as parents & carers can do at home. (See next few slides.)
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26. And...
By reading to your son/daughter e.g. stories / extracts from newspaper
Asking lots of questions/sharing opinions!
Use these prompts to help you:
What is that character thinking?
What is happening?
What do you think
happens next?
Reading to your son / daughter lots of lovely stories/ articles of interest, that are at a higher level than your child can read yet.
Talking about what you read.
What is happening in this part of the story?
Explain the meaning of new words. Most importantly though, show the fun that can be gained by listening to stories.
What you read to your son (or daughter) today, he will be able to read for himself very soon.
What do you
think that character is
feeling now?
What is the character saying?
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27. And...
By talking to your son/daughter as much as possible and ‘feeding’ them new and different words – have fun!
“Let’s eat our lunch now.”
“Let’s munch our lunch now.”
“Let’s scoff our lunch now.”
“Let’s devour our lunch now!”
I’m not just...(happy that England won) I’m....(ecstatic)!
You’re looking ...not just...but...
Explain that a rich vocabulary is essential for high levels of comprehension. The more words your child has in his/her head when they come to school, the quicker they will understand when they read, e.g.
“Wow that’s a big dog!”
“Wow that’s an enormous dog!”
“Wow that’s a massive dog!”
Then the quicker their understanding (comprehension) when they learn to read (decode) the words.

28. And... By enriching conversations through description:
“Look at that rain. It looks like diamonds sparkling on the window pane!”
By having fun with words and language.
“I’m as hot as a spud in a cooking pot!”
By praising your child for using new words or interesting images
Give better examples if you want to!!
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29. And...
By having a look at the parents’ pages on the web for tips and resources for supporting your child at home:
(RWI resources are published by Oxford University Press)
Hold up an example of these resources.
(Also free e books at which you can show)
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30. Thank you...
Happy reading!
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31. Optional slides – see notes
Appendices
Optional slides – see notes
Consider activities to go with meeting :
Pupils showing parents resources –
Pupils reading to parents
Acting out one of texts
Reading own work
Speed read challenge
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32. At this school the Read Write Inc
At this school the Read Write Inc. Fresh Start programme is managed by: Mr/Mrs ???????
Please insert your own school RWI manager’s name here.
Copyright Ruth Miskin Literacy

33. Why synthetic phonics?
“Synthetic phonics offers the vast majority of young children the best and most direct route to becoming skilled readers and writers” Sir Jim Rose Rose Review of Reading 2006
Synthetic phonics is simply the ability to convert a letter or letter group into sounds that are then blended together into a word. More about that later...
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