Year 1 Read Write Inc Meeting. Thursday 1 st October 2015

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Leon Carpenter
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1 Year 1 Read Write Inc Meeting Thursday 1 st October 2015

2 Read Write Inc Groups in Year 1 All children new to Year 1 were assessed for their knowledge of sounds. All the children were then grouped, according to the sounds that they needed to revise or learn. For those who were in Reception last year, their final assessments of last term were used to place them in a group. Some revision is involved at all levels of Read Write Inc. Following this, new material is presented to the children. Groups are flexible and children will be moved if they need to study sounds that are being targeted in a different group. Group studies began last week. There are four sessions a week. Assessment will take place approximately every three to four weeks. The next one will begin 15 th October. Assessment is based on reading sounds, words and silly words containing those sounds.

3 What is RWI? A reading and writing programme, which is based on the teaching of synthetic phonics. Aims to get children reading fast, by having a secure phonic knowledge and being able to read and spell words. Links phonics, reading, spelling, handwriting and writing.

4 Autumn Term lessons Speed Sounds lesson Children learn to read and write words using phonics. Reading lesson Children learn to read high frequency words, as well as phonetic words. They read texts, discuss the meaning of the content and how to read the text better, then answer questions about it. Get Writing! lesson Children learn to plan and compose their own writing. Read Write Inc lessons are on the first four days of the week, using the format above. Read Write Inc does not take place on Thursdays. Instead there is a Literacy lesson which focuses on a variety of text types, such as poetry and instructions.

5 The 3 sets of Speed Sounds Pronounced without er on the end. Set 1: f l m n r s v z sh th ng nk b c k d g h j p qu t w x y ch a e i o u Not taught in this order. Set 2: ay ee igh ow oo oo ar or air ir ou oy Set 3: ea oi a-e i-e o-e u-e aw are ur ow ai oa ew ire ear ure tion cious tious Set 2 & 3 are largely taught in this order. However, the order of teaching the sounds may be altered slightly for a variety of reasons.

6 Scan of SS1 sheet For children who are studying the Set 1 Sounds. To complete at home on the day that it has been taught in class.

7 Wordtime! Set 1 Sounds are learnt in batches. At the end of each batch, a Word Time! lesson is taught. The idea of Wordtime! is for the children to learn to blend sounds to read words. Fred Talk is the RWI term for sounding out. Fred is a toy frog who helps with our learning about phonics! The children Fred Talk a word with increasing speed until they are able to read the word.

8 To complete at home when the sign up sheet says Word time

9 For children who are studying the Set 2 and 3 Sounds. To complete at home on the day that it has been taught in class.

10 Split e 1. a-e, i-e, o-e, u-e. 2. Fred talk the word 3. Fred fingers 4. Fred spelling children spell using letter names.

11 Silly words Following a series of Speed Sounds being learnt, the children are taught to apply their phonic knowledge to silly words. For example: After learning oo and learning to read real words containing that sound, the children are taught to read silly words such as poon, choot, sploof. By learning to read silly words, children develop greater confidence in tackling unknown words.

12 TA Intervention A child may need extra support to learn and remember sounds and words, for a variety of reasons. If this is the case, Teaching Assistants are asked to intervene by withdrawing a child from an activity for up to five minutes, to work on relevant flashcards with that child, approximately 3 times a week. Parents are informed so that they too can support their child with further work on sounds and words they find difficult.

13 RWI Phonics Main points to note at the moment: Children are learning to say pure sounds A focus on the sound a letter makes, not its name in the alphabet, until split e. Each letter has a rhyme to aid formation Blending is encouraged from the beginning Word time! section at the end of every batch of sounds in Speed Sounds One. Fred Fingers are used to assist the sounding out and blending process! Fred Spelling is used to spell words, using letter names, from split e onwards. Work at home! Homework needs to be completed From Sunday to Wednesday. Please follow the instructions and see the class teacher if confused! Additional practise is voluntary, but will always be beneficial.

14 Get Writing! The first writing activities are the ditties, which accompany Speed Sounds 1. Get Writing! Books follow. They accompany Speed Sounds 2 and 3. They feature the following activities: Edit a sentence Hold a sentence Build a sentence Then the children compose their own stories or sections of a story, letters, etc.

15 Edit a sentence This is the deliberate practice of editing punctuation, spelling, capital letters and omitted words. For example: the fis iz sitting on the doys lap

16 Hold a sentence Children are required to practice remembering well composed sentences to write. For example: The cat got on the bus.

17 Build a sentence The children compose their own sentences to practice using more challenging words. For example: Build a sentence using the word sprinted Guiding questions may include: Who sprinted? Where did they go? How did they feel when they were sprinting?

18 Finishing the Phonic Programme As children finish the Read Write Inc programme, it is important for them to continue to revise the sounds and spelling patterns they have learnt. Continuing with Get Writing! during the Autumn Term allows the children to develop their writing skills further in a format they are familiar with.

19 The Spring Term In the Spring Term, Year 1 stop using the Get Writing! element of the Read Write Inc programme and move to the Year 1 literacy curriculum. This ensures breadth of study and genre experience, including factual writing. The Phonic programme continues to be the first section of each of four lessons a week for those still working through the programme. RWI homework continues as usual, as do assessments. The writing focus is, however, maintained throughout the year.

20 For more information on phonics: Pure sound demonstration: To hear the sounds please use the Read Write Inc link on the DESS website. You will find it in Pupil Zone/Weblinks/Foundation Stage. You tube Sounds of the English Phonetic code - synthetic phonics wmv. By phonic books Introducing a speed sound: You tube Read Write Inc. Phonics lesson Sounding out cvc words: (Start at 14:29) RWI Website A range of clips for all aspects of the program are available on

Phonics. Phonics is recommended as the first strategy that children should be taught in helping them to read.

Phonics. Phonics is recommended as the first strategy that children should be taught in helping them to read. Phonics What is phonics? There has been a huge shift in the last few years in how we teach reading in UK schools. This is having a big impact and helping many children learn to read and spell. Phonics