Welcome to our

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Welcome to our

• Read Write Inc.

Parent Information Evening
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Teach a child to read and talk and keep that
child reading and talking and it will change
everything.And I mean everything.
Jeanette Winterson
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Context

• Lack of consistency in the way
  phonics and reading was taught across
  the classes, resulting in gaps in
  learning for some pupils
• Ofsted/Government Reports
• Year 1 Phonics Test
• Year 6 Grammar, Punctuation
  Spelling Test

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• Removing Barriers to Learning
• Ofsted, January 2011
• In raising the attainment of learners in literacy
  who are most at risk of not gaining the skills
  they need for successful lives, the factors
  identified from visits on this survey included
• teachers with high expectations for pupils
  achievements in literacy
• an emphasis on speaking and listening skills from
  an early age
• a rigorous, sequential approach to developing
  speaking and listening and teaching reading,
  writing and spelling through systematic phonics
• sharp assessment of progress in order to
  determine the most appropriate programme or
  support
• carefully planned provision to meet individual
  needs
• rigorous monitoring of the impact of provision
• high-quality pastoral care to support learning in
  literacy
• highly effective use of time, staff and
  resources.

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How does our language compare to other?

• Spanish has 24 speech sounds.
• Italian has 27 speech sounds.
• Finnish has 21 speech sounds.
• And English has

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44 speech sounds!
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RWI

• Grouping Children and The Role of the Reading
  Leader

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Groupings

• Approximately 6 groups in each school
• Run by RWI trained staff
• Grouped by ability
• Regularly assessed
• Flexible
• Supported by 11 booster sessions

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Role of the Reading Leader

• Support assessment
• Review groups
• Ensure all children make progress on the
  programme and suggest intervention where needed
• Advise and ensure correct delivery of the RWI
  programme
• Model lessons as necessary
• Report to governors and the headteacher about
  progress of groups and organisation

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Progression through RWI

• Group 1
• Set 1 sounds- all letters of the alphabet plus
  sh, ch, th, nk, ng
• Segmenting and blending CVC words.

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Group 2

• Set 2 sounds. (ay, ee, igh, ow, oo, oo, ar, or,
  air, ir, ou, oy)
• Ditty books.
• Green and Purple books.
• Get Writing books introduced with extension
  activities. E.g. Hold/Build a sentence.
• Red words introduced.

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Group 3/4/5

• Set 3 sounds (ea, oi, a-e, i-e, o-e, u-e, ar,
  are, ur, er, ow, ai, oa, ew, ire, ear, ure)
• More complex and lengthy reading books- more
  opportunities for segmenting and blending.
• Questions to answer- find it prove it.
• Questions to read and answer (independent)
• The aim is to achieve fluent reading by age 7.

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Freshstart

• Children in Years 5 6.
• Intervention programme of 30 weeks.
• Speed sound work.
• Segmenting and blending.
• Opportunity to read the text 3 times in a week.
• Comprehension grammar activity linked to the
  module.
• Big writing at the end of each module.

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RWI and Real Texts

• Once children are confident, fluent and
  expressive readers they no longer need RWI.
• Texts linking to our curriculum theme.
• Follow structure of RWI session.

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Supporting Reading at Home
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School books

• Children are on the stage within each schools
  reading scheme
• Children may also choose from a coloured banding
  system
• It is important that children remain on the stage
  that they are on and dont jump stages
• Books may seem easy but this is to ensure that
  children can read the books and dont struggle to
  read them

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How to help when reading?

• Before
• Talk about the cover/blurb
• What might happen?
• Why have you chosen this?
• During
• Praise during reading
• Stop at appropriate places and ask meaningful
  questions
• Allow children to self correct
• If the child is having to decode too much, then
  speak to the teacher who will re-assess the
  childs reading
• After
• Ask a select few questions about the text

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What do I ask after I have listened to them read?

• Did you enjoy it? Why?
• Did you have a favourite part? Or a part you
  didnt like?
• What about the characters? What did you like? Not
  like?
• Was the story happy/funny/scary etc? Why?
• What did you learn from reading this?
  (Non-fiction)

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Wider Reading

• Reading should not be in a set time or place
• 5 10 mins is better than an ½ hour reading
  session
• Ask children to read all the time
• Reading recipes at home
• Reading signs when out and about
• Reading labels in shops
• Etc

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Reading to your child

• 77 of 7 are not read to at home
• Important that children of all ages are read to
  tohelp develop their own reading and
  understanding and to give enjoyment to reading
• Expands upon childrens vocabulary and helps them
  understand the importance of reading