1. Salusbury Phonics Information for Parents
Here at Salusbury we use a programme called ‘Read Write Inc.’ Ruth Miskin is the specialist who advises the Government and devised the programme.
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Copyright Ruth Miskin Training

2. Why Read Write Inc. Phonics?
Tried and tested over many years
Systematic and structured-results in rapid teaching and learning of sounds & blending
Early success in reading-means that, importantly and simply, when children know these sounds well and they can blend, they read books that are carefully matched to the sounds they know. Which means that children are successful from the very beginning!
Training and ongoing staff development
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3. Who is it for?
EYFS - Reception
KS1 – Years 1 & 2
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4. How does it work? Children: Learn 44 sounds and matching letters
Learn to blend sounds to read words
Read lots of specially written books
This is decoding
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5. How does it work? Children:
Talk a lot about what they have read to show they understand
Listen to and discuss other ideas to deepen understanding
This is comprehending
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6. Sounds
All words are made up of sounds – we use pure sounds – ‘m’ not muh, ‘s’ not ‘suh’ In English there are 44
The letter names are not important.
We don’t teach this until later.
Say a short sentence in Fred 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 so that your child will be able to blend the sounds into words more easily. Say that in school we use a puppet called Fred who can do this beautifully! We call talking like this Fred Talk. Hold up a Fred!
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7. Graphemes
-A grapheme is a sound written down - using the 26 letters of the alphabet to represent the 44 different sounds ( e.g ‘ph’ is another way of writing the ‘f’ sound)
-English has more than 150 graphemes
A complex code!!!
We will teach the 100 most commonly used graphemes for the 44 sounds in a systematic way
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8. Chart
This chart on the next slide shows the most usual graphemes for the 44 sounds
Each box shows you the different way of making the same sound.
See next slide.
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9. The complex English alphabetic code
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10. Children learn a simple code first
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11. If English had a simple code…spelling and reading would be much easier!
If this is ‘play’ then this should be.. 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
But of course its not like this!!
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Copyright Ruth Miskin Literacy

12. f l m n r s v z sh th ng nk b c d g h j p qu t w x y ch k a e i o u ay
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 oo ar or
air ir ou oy
Set 1 sounds
Set 2 sounds

13. f l m n r s v z sh th ng nk ff ph ll le mm mb nn kn rr wr ss 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 oo ar or
air ir ou oy
ire
ear
ure
u_e ue ew
oor
ore aw au
are ur er ow oi

14. As they learn they graphemes, children will be taught to ‘blend’ to read and spell words.
c-a-t
ch-a-t
l-igh-t
c-r-a-sh
For this we use Fred.
As they learn the sounds and graphemes, we will teach your child to blend by hearing the words in Fred Talk 1st. Once they know the graphemes they can sound-blend/Fred Talk to read words.

15. Fred... Fred helps children learn to read
Fred can only talk in sounds...
(Fred can only say c_a_t, he can’t say cat)
We call this Fred Talk
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16. Copyright Ruth Miskin Literacy
Fred...
If children understand Fred they can orally blend – this is essential for reading
Fred says sh_o_p, d_ay, s_p_l_a_sh etc. We can say this is ‘Shop’ ‘day’ ‘splash’This is oral blending
If children know the graphemes when trying to read the word ‘stamp’ they can Fred talk it to read and then blend s_t_a_m_p
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Copyright Ruth Miskin Literacy
Copyright Ruth Miskin Literacy

17. Copyright Ruth Miskin Training
Fred…
Words that you can Fred Talk are called green words.
This means they are words that the children will be able to ‘sound out’.
Red words are words that we are unable to Fred Talk to decode them.
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Copyright Ruth Miskin Training

18. Fred...
Fred helps children learn to spell too! Children convert words into sounds They press the sounds on to their fingers... We call this Fred Fingers
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19. How can you help your child?
By...
using pure sounds
knowing the graphemes
understanding how ‘Fred’ helps with reading and spelling

20. And... By having fun with Fred Talk at home! “What a tidy r-oo-m!”
“Where’s your c-oa-t?”
“Time for b-e-d!”
back, head, tum, leg, hand, foot, knee
coat, hat, scarf, zip, sock, glove
run, walk, skip, hop, fast, slow, stop, shop
red, blue, green, black,
knife, fork, spoon, plate, bowl, pan
bread, cheese, meat, soup, jam, cake
Use only single syllable words (no Fred Talking multi-syllabic words) and only the last word in a sentence or it gets very silly! E.g. P_u_t o_n y_our b_l_ue c_oa_t (you’ll never get out!).
Give a couple of examples e.g. Where is your c_oa_t? Time for b_e_d! Make sure your child can tell you what the word is.
Use only single syllable words (no Fred Talking multi-syllabic words) and only the last word in a sentence or it gets very silly! E.g. P_u_t o_n y_our b_l_ue c_oa_t (you’ll never get out!).
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21. And...
By reading your child lots of lovely stories and asking lots of questions!
Use these prompts to help you:
What is that character thinking?
What do you think
happens next?
What is happening?
Reading to your child lots of lovely stories that are at a higher level than your child can read yet.
School might want to make these discussion prompts on card, laminate them and send them home in book bags?
What is happening in this part of the story?
What do you
think that character is
feeling now?
What is the character saying?
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22. And...
By talking to your child as much as possible and ‘feeding’ them new and different words:
“Let’s eat our lunch now.”
“Let’s munch our lunch now.”
“Let’s scoff our lunch now.”
“Let’s devour our lunch now!”
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

23. And... By enriching conversations through description:
“Look at that rain. It looks like little 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 phrases
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24. And...
By having a look at the parents’ information for tips and resources for supporting your child at home:
(RWI resources are published by Oxford University Press)
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25. Thank you...
Happy reading!
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