PHONICS & READING
Read Write Inc Phonics
Phinics Newsletter Autumn 1 2018
At ARK Oval Primary we use the Read Write Inc (RWI) programme to get children off to a flying start with their literacy. RWI is a method of learning centered round letter sounds and phonics, and we use it to aid children in their reading and writing.
Reading opens the door to learning. A child who reads a lot will become a good reader. A good reader will be able to read more challenging material. A child who reads challenging material is a child who will learn. The more a child learns, the more he or she will want to find out.
Using RWI, the children learn to read effortlessly so that they can put all their energy into comprehending what they read. It also allows them to spell effortlessly so that they can put all their energy into composing what they write.
When using RWI to read the children will:
- learn that sounds are represented by written letters
- learn 44 sounds and the corresponding letter/letter groups using simple picture prompts
- learn how to blend sounds
- learn to read words using Fred Talk
- read lively stories featuring words they have learned to sound out
- show that they comprehend the stories by answering questions.
When using RWI to write the children will:
- learn to write the letters/letter groups which represent 44 sounds.
- learn to write words by saying the sounds in Fred Talk
- write simple sentences
Click on the link below to find out more about Read Write Inc, including a video tutorial on how to pronounce the sounds.
Guided reading is used in conjunction with other approaches (such as shared reading, reading aloud, and independent reading), it enables teachers to provide very effective support for students’ literacy learning. There are daily sessions in all classes.
How does guided reading provide such support?
A teacher using a guided reading approach
• selects a text that is appropriate for a particular group of students
• introduces that text by talking to the students about relevant experiences that they may have had,
• provides sensitive support for the students to “talk, read, and think their way purposefully through” the text (Reading for Life, 1997, p. 80).
Discussion of the text before, after, and sometimes during the reading is central to the approach because the fundamental purpose is to enhance each student’s understanding of what they are reading.