 Mrs Hothi and Mrs Gill- EYFS Teachers and

RWI lead

 Miss Deverson – Year 2 Teacher and

English lead
Jeanette Winterson

“Teach a child to
read…keep that child
reading and we will
change everything”
What is the Read, Write, Inc scheme?

 A systematic approach to teach phonics

has been found to be the most effective
way to teach children to read.
 It promotes children’s independence –
children are able to read words whether
they have seen them before or not!
 It also supports spelling.
How does it work?
 Your child will:

 Learn 44 sounds and corresponding letters

and letter groups.
 Learn how to read words by blending
(putting sounds together to read words).
 Read lots of specially written books
featuring all the words they have learned
to sound out & blend.
How does it work?
Your child will develop comprehension
or understanding skills:

 Talk a lot about what they have read to

show their own understanding.
 Listen to and discuss other ideas to
deepen understanding.
 Develop their Speaking and Listening skills
through lots of talking and partner work.
 Why Phonics?
A complete literacy programme - systematic and structured.
Meets the demands of the new national curriculum, giving your
children the best chance of success in the national tests.
Starting at the beginning...Early Years
• Read storybooks and non-fiction books closely matched to their
developing phonic knowledge.
• Read with fluency and expression.
• Learn to spell using known sounds .
• Write confidently by practising what they want to write out loud
first.
• Work well with a partner.

Aim at the end of Year 1...

Children are accurate and speedy readers and are ready to move
onto our class English lessons.

Storybooks align with the sounds learnt in class.

Sound cards
All words are made up of sounds.
In English there are 44 sounds.
 We use both sides of the sound cards to
teach children their sounds.
 One side shows them what the grapheme
looks like.
 One side gives them a picture.
 The picture side also helps the children to
know how to write their sound.
 My turn- Your turn
 Pure sounds (no ugh)
 We use the cards and a multi-sensory approach
 Link on our website to an audio guide
Say hello to Fred...
 We use Fred to help the children to 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.
The importance of talk for writing
“What you can say today...you can
write tomorrow”
Ruth Misken
 If pupils can understand what Fred says
they can blend orally.

Blending is needed for reading

 Children are then ready to begin to blend
independently.
 Graphemes

 Digraphs

__ . . .. __
Reading
Green Words – these are words that Fred
helps us to read using our sounds

dog sun mat hat

Red Words – these are words we just have

to learn (HFW)

the my she he be we
Reading
Even more about Fred...
 We use Fred to help the children to
learn to spell as well!
Children convert a whole word they
hear into sounds
They put sounds they hear in a word
on their fingers...
We call this Fred Fingers
Year 1 Phonics Screening
 RWI helps children work
towards the Phonics Screening- June 2021.

 Children develop confidence in reading

and blending sounds together, whether it
is a familiar word or an ‘alien word’.

 Teachers familiar to the children complete

the screening, as well as practice
screenings throughout the year.
Examples of real and alien words
What can you do at home
 There are many videos that have been posted by
Ruth Miskin’s company to support you with
teaching your child and the correct
pronunciations.
 Use Fred Talk sometimes at home with everyday
words like these:

back, head, tum, leg, hand, foot, coat, hat, scarf,

run, walk, skip, hop, fast, slow, stop, shop
red, blue, green, black, fork, spoon, plate, bowl,
pan, bread, cheese, meat, soup, jam, cake
“ Where is your c_oa_t?” “Time for b_e_d.”
And...
 Read lots of high-quality stories that are at a
higher level than your child can read.
Use these prompts to at the end of each page or
paragraph:
What do you think What is that
happens next? character
What is happening in thinking
this
part of the story?

What do you think that What is that

character
character is feeling now? saying?

There are also some questions you can ask in the

front of your child’s reading record book.
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 scoff our lunch now.”
“Let’s munch our lunch now.”

“Wow that’s a big dog!”

“Wow that’s an enormous dog!”
“Wow that’s a massive dog!”
And...
 By enriching conversations through description:

“Look at that rain. It looks like little diamonds

hitting the window pane!”

 By having fun with words and language.

“I’m as hot as a spud in a cooking pot!”

And…
 Encourage them to use their phonics/Fred
Fingers to read words.

 Children can practise their phonics by

playing games online. The children
particularly like -

 * Buried Treasure

 * Picnic on Pluto
 Questions…
If you have any questions at all,
please do email us on the following
email addresses and we will reply back
to you as soon as possible! ☺

r.hothi@fleetdown.kent.sch.uk
j.gill@fleetdown.kent.sch.uk
lisa.deverson@fleetdown.kent.sch.uk