English – RWI

RWI

Read, Write, Inc. Phonics is an inclusive literacy programme for all children learning to read. It is aimed at children reading at the developing stage of their ARE or below and teaches synthetic phonics. Children learn the 44 common sounds in the English language and how to blend them to read and spell. The scheme includes both a reading and a writing focus.

Reading is the key that unlocks the whole curriculum so the ability to efficiently decode is essential. The R.W.I sessions are expected to occur each day with no exceptions, as the continuity and pace of the programme is key to accelerating the progress of children’s reading development.

We aim for the following

To teach children to:

apply the skill of blending phonemes in order to read words.
segment words into their constituent phonemes in order to spell words.
learn that blending and segmenting words are reversible processes.
read high frequency words that do not conform to regular phonic patterns.
read texts and words that are within their phonic capabilities as early as possible.
decode texts effortlessly so all their resources can be used to comprehend what they read.
spell effortlessly so that all their resources can be directed towards composing their writing.

Delivery of Phonics

Initial sounds are to be taught in a specific order.
Sounds taught should be ‘pure’ ie ‘b’, not ‘buh’ as this is central to phonic teaching and ability to recognise sounds in words.
Blends are to be declustered. eg bl is two specific sounds.
Children are to be taught that the number of graphemes in a word always corresponds to the number of phonemes. This greatly aids spelling.  Set 2 sounds are to be taught after Set 1 (initial sounds)  Letter names are to be introduced with Set 3.

R.W.I. across the school

Foundation Stage: R.W.I. is fully implemented in Reception but the class will not be split into groups until the initial sounds have been taught. Once the sounds have been taught assessments will take place to determine groupings.
Sessions will take place daily Within this time a 10 minute speed sounds session will occur with follow up handwriting sessions while children access continuous provision, inline with the EYFS.
Key Stage One: R.W.I. groups will be set following assessments carried out by the R.W.I manager every 6 weeks. The sessions will occur daily for 30 minutes. These sessions will contain a 10 minute Speed Sounds session followed by Reading and Get Writing! sessions. Once children ‘come off’ the programme they will then access literacy sessions from the Literacy Framework in the Literacy Legends group.

Ruth Miskin parent portal

You can get further information from the parent portal: http://www.ruthmiskin.com/en/parents/

SEN/Able Pupils

SEN pupils are fully involved in R.W.I. lessons as all pupils work in ability groups and teaching is geared to the speed of progress of each group. 1:1 tuition will be identified by the RWI manager if required.
Able pupils are catered for as groups are based on ability and there is the flexibility to accommodate gifted younger pupils within groups of older children.

Assessment and Recording

Children are assessed throughout every lesson. Every time partner work is used the teacher assesses the progress of her children. The teacher assesses how children:

read the grapheme chart
read the green and red word lists
decode the ditty/story
comprehend the story

Each group leader is requested to keep a register to identify pupils that are absent or pupils that need extra reinforcement of a particular element that has been covered.

Formal assessment is carried out periodically by the R.W.I. manager using the R.W.I. phonic checks. This allows for achieving homogeneity within each group and indicates, the correct access point for new entrants.

The Phonic Check

The Phonic check is for all year 1 pupils and children in year 2 that are working towards the threshold. The children read 40 words- 20 real words and 20 nonsense or alien words. The Phonic check assesses how well the children know their sound and how they blend them. It does not check understanding. To enable children to reach their full potential blending sounds is a skill that is concentrated upon every day.