What is phonics and how we teach it
What is Read Write Inc Phonics?
This short video is a summary of what Read Write Inc phonics is.
How do we teach phonics? Summary
We start by teaching phonics to the children in Nursery by playing listening and attention games. At the end of nursery and the start of F2 we begin to teach letter sounds. This means that they learn how to ‘read’ the sounds in words and how those sounds can be written down. This is essential for reading, but it also helps children learn to spell well. We teach the children simple ways of remembering these sounds and letters. Ask them to show you what these are.
The children also practise reading (and spelling) what we call ‘tricky red words’, such as ‘once,’ ‘have,’ ‘said’ and ‘where’.
The children practise their reading with books that match the phonics and the ‘tricky words’ they know. They start thinking that they can read and this does wonders for their confidence.
The teachers read to the children, too, so the children get to know all sorts of stories, poetry and information books. They learn many more words this way and it also helps their writing.
Children are taught phonics according to their stage of development and stay on the programme until they know and can use the letter sounds. Those children still accessing phonics in Years 5 and 6 access the Fresh Start programme.
What is my child taught?
In reading the children are taught:
44 sounds and their corresponding letter/letter groups using simple picture prompts
to read words using Fred talk and sound blending
to read a range of fiction and non-fiction texts using their phonics knowledge
to work with a partner
develop comprehension skills in stories
In writing the children are taught
to write and form letters/letter groups which represent the 44 sounds
to write words using Fred talk
to say a sentence before writing it
In speaking the children are taught to work in pairs so that they
answer every question
are involved in every activity
learn to take turns
practice using new vocabulary
What do you teach in nursery?
The main focus in nursery is developing the understanding and use of language. Adults model the use of language in adult directed activities and with the children in play in order to develop comprehension, speaking and listening skills. Story time as well as songs and rhymes encourage children to develop a love of stories and books. Stories are also a focus within expeditions where provision is used to enhance story development.
In order to develop listening skills further, children will experience learning based around musical, body and environmental sounds. This helps them to listen for sounds in words. Staff will also use Fred Talk to encourage blending sounds in words.
Later on in the year, children begin to learn the pictures to match the letter sounds they will encounter in reception and the phrases that match. We introduce the classroom management signals to the children as including 1,2,3 to move around the classroom, get their belongings and to take part in activities.
Fred Frog
What happens in a phonics lesson from F2 onwards?
There are three parts to the phonics lesson in F2. Lessons start with the daily speed sound lesson with children developing skills in reading words and writing letters. Fred talk is used.
Fred Talk
Fred Frog helps children read and spell. He can say the sounds in words, but he can’t say the whole word, so children have to help him.
To help children read, Fred (the teacher) says the sounds and then children say the word.
For example, Fred says c-a-t, children say cat, Fred says l-igh-t, children say light.
Teachers are encouraged to use Fred Talk through the day, so children learn to blend sounds.
For example:
Play Simon Says: Put your hands on your h-ea-d/ f-oo-t/ kn-ee.
Put on your c-oa-t/ h-a-t/ s-c-ar-f.
Set the table with a b-ow-l/ f-or-k/ s-p-oo-n.
These are the Set 1 Speed Sounds written with one letter:
m a s d t i n p g o c k u b f e l h r j v y w z x
These are the sounds written with two letters (your child will call these ‘special friends’):
sh th ch qu ng nk ck
Children practice reading green decodable words and red tricky words. Green words are easily decodable and link to the sounds children have been learning. Red words are not easily decodable. Nonsense words are used to develop fluency.
As the year progresses children are then taught the book and writing elements of the session. Children read the book several times to develop comprehension and fluency. Blending books and Red, Green and Purple Storybooks are taught through set 1. In writing, children learn to hold a sentence in their head, build a sentence and then write a composition.
Children then learn set 2 and 3 sounds as they go through F2 and KS1.
Set 2 sounds are ay ee igh ow (as in blow) oo (as in zoo) oo (as in look) ar or air ir ou (as in out) oy. Children read Pink, Orange and Yellow Storybooks.
Set 3 sounds are ea (as in tea) oi (as in spoil) a–e (as in cake) i–e (as in smile) o–e (as in home) u–e (as in huge) aw (as in yawn) are (as in care) ur (as in nurse) er (as in letter) ow (as in brown) ai (as in snail) oa (as in goat) ew (as in chew) ire (as in fire) ear (as in hear) ure (as in pure). Children read Blue and Grey Storybooks.
Phonics continues in KS1 and beyond where children need it. The writing element is taught within expedition English with the focus on holding the sentence in their head, building sentences and developing compositions.
How do you group children? Assessments
Children are assessed upon entry to F2, using the RWI Entry Assessment. The data from these assessments are then used to group children according to phonetic ability. Dependent on the group, each phonic lesson is taught between 30-60 minutes. Adults are trained to deliver the RWI programme, by the Phonic Leader. Both reading and writing elements (where applicable) are then taught to groups, through following individual grouping overviews. Following the phonics assessment calendar, children are assessed half-termly, and re-grouped, where applicable. If a child/children is deemed as ready to move onto the next group, prior to half-termly assessment dates, they are assessed and may move onto the next group, dependent on the results. In order to condense reading abilities, home reading books or reading sheets, matched to individual abilities, are sent home on a weekly basis. This is recorded in their reading records. Children who are at risk of falling behind also receive extra Pinny time or 1 to1 tutoring.
At the end of Year 1 children will carry out the Phonics Screening check. This is a word reading check made up of real and nonsense words. The words contain the sounds from sets 1-3 that children will have been taught.