This is the current information for this Term:
Archive Curriculum Newsletters
Year 1 Newsletter Term 2:2
Year 2 Newsletter Term 2:2
Year 3 Newsletter Term 2:2
Year 1 Newsletter Term 2:1
Year 2 Newsletter Term 2:1
Year 3 Newsletter Term 2:1
Year 1 Newsletter Term 1:2
Year 1 Newsletter
Year 2 Newsletter
Year 3 Newsletter
Read Write Inc.
What is Read Write Inc. and how does it work?
Read Write Inc is a synthetic phonics program that provides a systematic approach to teaching reading, writing and comprehension.
As with any synthetic phonics program, Read Write Inc. focuses on teaching children the 44 sounds (speed sounds) of the English language. We teach the sounds rather than the letter names as this naturally leads to blending sounds into words.
Here at SIS Mirdif, we introduce phonics in FS1, but introduce the program of Read Write Inc. to our FS2 children. The children work with their class teacher to learn the sounds and corresponding letters at a fairly fast pace, and right from the start look at blending sounds into words.
In Years 1 and 2, children are assessed on a regular basis (around every six weeks) and grouped according to the most recent assessment. The assessment focuses on the child's ability to identify 'speed sounds' and decode words fluently.
Children may move groups every time they are assessed, or they may stay in the same group. Some children have to revisit a previous group to consolidate learning. All of this is perfectly normal, as we believe children's learning is not linear and we expect children to sometimes have to revisit old skills as they learn new ones.
As you will know from the note that came home with your child on January 19th, the Read Write Inc. groups have been revised. Below is a brief outline of what each letter means and what children will be focusing on in each group.
Group A: children are still working on identifying the first 26 speed sounds. At this stage there is little or no blending. Children in this group will focus on learning the letter sounds and start to look at how to blend sounds into words.
Group B: children are beginning to blend, but are not yet doing this fluently. There is still some hesitation when sounding out words, and children often use 'Fred Talk' – sounding out the letters in the word first before blending.
Group C: children are blending using the 26 speed sounds and are beginning to recognise the 'sh', 'ch', 'th', 'qu', 'ng' and 'nk' sounds in words. Children at this stage still tend to sound out each word as they read it. To progress further, we encourage children to say the sounds in their head before saying the word out loud. This will make reading much more fluent.
Group D: children are blending three, four and five letter words, using up to 32 speed sounds now. Reading is becoming more fluent. At this stage, books are linked to Get Writing – which helps to reinforce the reading – writing connection.
Group E: children learn to identify and use the long vowel sounds – 'ay', 'ee', 'igh', 'ow', and 'oo' in reading and writing.
Group F: children learn to identify and use the sounds 'ar', 'or', 'air' 'ir' 'ou' and 'oy' in reading and writing.
Group G: in this group, children have the opportunity to consolidate what they have already learned. They are able to use the phonics they have learned so far to read nonsense words fluently as they know and understand the principles related to each sound.
Group H: children are introduced to the 'magic' or 'silent' e sounds – 'a-e', 'i-e', 'o-e' and 'ea'. They learn how the 'e' on the end of a word affects the vowel and are able to identify and use these in reading and writing.
Group I: children are introduced to a range of sounds that make up the English language including, but not limited to, 'ai', 'oi', 'ire', aw' and 'ure'. Reading is much more fluent in nature.
Group J: this is the final group in the Read Write Inc. program and focuses on putting all the previous skills into practice, both in terms of reading and writing. Children are able to read extended texts fluently.
What can I do to help at home?
- The most important thing you can do at home is to read as many stories to your child as you can – Traditional tales, stories from other cultures, poetry, anything, - and talk about the stories with them.
- Explain the meaning of new words to enable children to build their own vocabulary.
- Encourage your child to write as often as you can – a letter to Granny, a shopping list, a story. Try to take a step back during this process and let your child sound out the words they want to write. Don't correct everything! Choose the most important part that you want right (a letter formed incorrectly, or a spelling word that is wrong) and correct that – ensure you praise your child for the rest!
Where can I find out more?