Read Write Inc. Phonics depends upon children learning to read and write sounds effortlessly, so we make it simple and fun.
The phonic knowledge is split into two parts.
First we teach them one way to read and write the 40+ sounds in English. We use pictures to help, for example we make ‘a’ into the shape of an apple, ‘f’ into the shape of a flower. These pictures help all children, especially slower-starters, to read the sounds easily.
Children learn to read words by sound-blending using a frog called Fred. Fred says the sounds and children help him blend the sounds to read each word.
Then we teach children the different spellings of the same sounds. For example, they learn that the sound ‘ay’ is written ay, a-e and ai; the sound ‘ee’ is written ee, e and ea. We use phrases and actions to help them remember each sound for example, ay, may I play, a-e – make a cake?
The Order of Teaching Sounds
In Read Write Inc phonics the individual sounds are called ‘speed sounds’ – because we want your child to read them effortlessly. Set 1 sounds are the initial letter sounds.
They are taught in the following order: 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
Special Friends: sh, th, ch, qu, ng, nk
There are 12 Set 2 ‘speed sounds’ that are made up of two or three letters which represent just one sound, e.g. ay as in play, ee as in tree and igh as in high. When children learn their Set 2 sounds they will learn:
- the letters that represent a speed sound e.g. ay
- a simple picture prompt linked to the ‘speed sound’ and a short phrase to say e.g. may I play.
Every speed sound has a list of green words linked to it, so your child can ‘sound out’ and ‘sound blend’ words containing the new speed sound they have just learnt, for example s-p-r-ay = spray.
When learning their Set 3 speed sounds they will be taught that there are more ways in which the same sounds are written, e.g. ee as in tree and ea as in tea.
Take a look at the resources below to see the sounds.
Reading the Books
Once the children are confident in recognising initial letter sounds and blending these into words, they will begin to read ditties, followed by story books.
Before they read the story, they sound out the names of characters and new words, practise reading any of the ‘tricky red’ words, and tell them a thought-provoking introduction to get them excited about the story.
Then, the children read the story, several times, to focus on reading the words carefully; reading the story fluently and reading with understanding.
Staff read to the children, often, in order to model fluency and expression. We talk to the children, as we read, commenting on the characters and events and sharing our thoughts about the story. This modelling of our thinking encourages the children to do the same, thus helping them understand what they are reading more fully.
