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Phonics- Read Write Inc

At St. Patrick’s we are developing and improving the way we teach phonics. We are going to be using the ‘Read, Write Inc.’ phonics programme which has proven success in developing children’s reading ability. The programme is different to the way we have done taught phonics before and some sounds are taught in a different order.

All of our staff are trained in this new way of working and we will be working closely with parents to help you support your child at home. Children will also have a ‘Read, Write, Inc’ reading book per week. These will be changed in accordance to the lessons the children are doing, and it is encouraged they are read a number of times during the week at home to develop fluency and intonation as well as understanding.

Learning to read is the most important thing your child will learn at our school. Everything else depends on it, so we put as much energy as we possibly can into making sure that every single child learns to read as quickly as possible.

We want your child to love reading – and to want to read for themselves. This is why we put our efforts into making sure they develop a love of books as well as simply learning to read.

Letter for parents- introduction to Read Write Inc

How your child is taught the letter sounds at St Patrick's . Example: Set 1 Speed Sounds - 'c' with Ruth

Watch how to teach a Set 1 Speed Sounds lesson. For more information visit https://www.ruthmiskin.com/en/ For free Read Write Inc. Phonics eBooks, activities...

How We Teach Early Reading

On this page you will find information about the approach taken at St Patrick’s Catholic Primary School to teach Reading:

 

For tips, click on the link below:

Book Talk

We ensure the key strategies of using the meaning, structure and visual representation of language are fundamental to our approach to reading.

We prioritise learning through phonics in EYFS (Early Years Foundation Stage) and KS1 (Key Stage 1) through discrete phonics sessions using Ruth Miskin Read Write Inc resources.  Through a multi-sensory approach, the pupils are provided with a picture and an action to help them learn each different sound. This is an effective and interactive way for young learners to recall phonemes and carries forward some of the learning that has taken place in our feeder nurseries. The Ruth Miskin ditties provide a picture and short phrase to act as a memory aid.

 

Our daily phonics lessons include a variety of games and resources to support our teaching of phonics. It aims to build pupils’ speaking and listening skills, as well as prepare pupils to learn to read, by developing their phonic knowledge and skills. It sets out a detailed programme for teaching phonic skills, with the aim of pupils becoming fluent readers by age seven. Children are given opportunities to apply these in context to reading and writing throughout the day. The school also draws on many online resources which engage the children with learning.

 

Phonics involves:

Blending

To say the individual sounds that make up a word and blend them together to hear the whole word for reading e.g. s-a-t becomes sat. We say you blend to read and segment (see below) to spell.

Segmenting

To write or spell a word by listening for the sounds in the word and deciding which letters represent those sounds.

We say you blend to read and segment to spell.

So, for example, with ‘dog’, children learn the sounds the letters d,o, and g make separately and then how they blend to say ‘dog’.

Note that it’s the sounds the letters make that are important at this stage and not the letter names (i.e. not ‘ay’, ‘bee’ as in the alphabet song etc).

Sight Vocabulary

Across the school we also teach sight vocabulary sometimes known as high frequency words. These are words you need to learn by sight because they cannot be easily sounded out. These are sent home as ‘Word Mats’ and include words such as the, said, some.

 

Ways you can support your child at home

  • Play a game – hunt the word – hide words in sand or flour or around your room, set a timer, hold up the word that you want them to hunt for, and ‘go’! Repeat the word and encourage them to say –‘I am looking for the word ‘the’.
  • Play ‘Pairs’, turning over two words at a time trying to find a matching pair. This is especially helpful with the tricky words: the the, to to,  no no,  go go,  I I
  • Write the word twice. Cut one word up and muddle the letters. Put them back to read the word again.
  • Make up actions for words to act as a memory aid.
  • Use magnetic letters to copy and re-make a work.

 

In Foundation Stage reading skills are taught using a wide range of reading materials.

 

Children are taught how to handle books and can routinely access big books and story sacks as part of the daily provision. Children learn that all print carries meaning and begin to develop an understanding of story structure and characters through adults sharing and discussing books. Children are given opportunities for individual reading with an adult as well as shared, group and guided reading.

 

Throughout KS1, pupils are provided with a range of fiction and non-fiction books which are regularly changed to aid progression with their reading. These books are all colour banded so there are a mixture of levels within the same colour for differentiation. We primarily use Read Write Inc, reading books to supplement the taught sessions in our daily phonics lessons.  Once children are secure in their phonic knowledge, we supplement this reading with the popular and well- established Oxford Reading Tree scheme including Fireflies, Songbird and Treetops. In addition to this, books from the Project X reading programme, Bugs Club phonics, Rigby Rockets and Rapid phonics are incorporated to create further enjoyment and a range of reading materials. Normal library books are also age banded to encourage children to feel able to read any book and parents are encouraged to use any books children may have at home for reading homework by noting these in their child’s reading record.

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