intent
We recognise that phonics is integral to a child’s development; reading is the key that unlocks the whole curriculum therefore the ability to efficiently decode is essential. Through the use of Read Write Inc. the systematic teaching of phonics has a high priority in Foundation Stage and Key Stage 1 to ensure that all children reach their full potential across all areas of the curriculum.
At Senacre Wood, we want pupils to develop a love of reading and we acknowledge that, to do that, children need to be taught the key skills in segmenting and blending. We also want pupils to competently apply their skills to writing.
At Senacre Wood Primary School, we follow the Read Write Inc. phonics programme, which teaches the children to:
- Recognise and understand that sounds are represented by written/printed letters.
- Learn the letter formation for each sound
- Apply the skill of segmenting and blending phonemes in order to read words.
- Segment words into their constituent phonemes in order to spell words.
- Read high frequency words that do not conform to regular phonic patterns (red words).
- 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.
- Apply phonic knowledge to spell.
For details of how we implement this within our school and how we measure the impact, please read our Phonics Policy.
Through our use of Read, Write, Inc. phonics, we aim to ensure that all pupils become confident, fluent readers by the end of Year 2. The minimum expectations of progress for each half term allow teachers to identify which pupils are on track and to support any pupils who may fall behind. The grids below show expectations of progress through the Read, Write Inc. programme from Reception to Year 2.
Note: this is for guidance only – some children make faster progress.
Reception
Year 1
Year 2
Book Bag books
'Book Bag Books' are books which are unfamiliar to your child. These books allow children to apply their reading skills as they are matched to the sounds that they have been taught so far.
Throughout the week, pupils should try to read these books at least 3 times. In the first read, your child will be focussing on reading each word individually and it may seem robotic. In this phase very little comprehension of the story is likely. In the second read, their word recognition will become quicker allowing a faster pace and better understanding of the story. In the third read, the speed should be much quicker and therefore the child is gaining a more secure understanding of what they have read; this is the point when the story becomes meaningful and pleasurable and they can answer questions based on the content. There are questions at the end of the book to check understanding and promote discussion of the story. Please take the time to complete these activities as there are the early comprehension skills which are built upon throughout school.
Top Tips for Reading at Home!
• Keep sessions short.
• Relax - find a comfortable place where you won’t be interrupted.
• Give lots of praise.
• Talk about the book beforehand/afterwards.
• If they struggle with a word, remind them of strategies - sound out, use the context.
• Continue with bedtime stories - the more stories they hear, the more they will want to read.
• Tell them what you enjoyed about hearing them read!
Within Read Write Inc, pupils learn that some words are red words. These contain ‘tricky letters’ which can’t be read using Fred Talk. For red words, children need to remember that you can’t Fred a red!
Red words are introduced at different stages throughout the scheme and pupils have an opportunity to consolidate and use this learning throughout the following stages. Below is a table which shows when each red word is introduced and which red words pupils are expected to know.
