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Welcome to our

Welcome to our. Read Write Inc. Parent Information Evening. Teach a child to read and talk and keep that child reading and talking and it will change everything. And I mean everything. Jeanette Winterson. Context.

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Welcome to our

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  1. Welcome to our Read Write Inc. Parent Information Evening

  2. Teach a child to read and talk and keep that child reading and talking and it will change everything.And I mean everything.Jeanette Winterson

  3. Context • Lack of consistency in the way phonics and reading was taught across the classes, resulting in gaps in learning for some pupils • Ofsted/Government Reports • Year 1 Phonics Test • Year 6 Grammar, Punctuation & Spelling Test

  4. Removing Barriers to Learning • Ofsted, January 2011 • In raising the attainment of learners in literacy who are most at risk of not gaining the skills they need for successful lives, the factors identified from visits on this survey included: • teachers with high expectations for pupils’ achievements in literacy • an emphasis on speaking and listening skills from an early age • a rigorous, sequential approach to developing speaking and listening and teaching reading, writing and spelling through systematic phonics • sharp assessment of progress in order to determine the most appropriate programme or support • carefully planned provision to meet individual needs • rigorous monitoring of the impact of provision • high-quality pastoral care to support learning in literacy • highly effective use of time, staff and resources.

  5. How does our language compare to other? Spanish has 24 speech sounds. Italian has 27 speech sounds. Finnish has 21 speech sounds. And English has…

  6. 44 speech sounds!

  7. RWI Grouping Children and The Role of the Reading Leader

  8. Groupings • Approximately 6 groups in each school • Run by RWI trained staff • Grouped by ability • Regularly assessed • Flexible • Supported by 1:1 booster sessions

  9. Role of the Reading Leader • Support assessment • Review groups • Ensure all children make progress on the programme and suggest intervention where needed • Advise and ensure correct delivery of the RWI programme • Model lessons as necessary • Report to governors and the headteacher about progress of groups and organisation

  10. Progression through RWI Group 1 Set 1 sounds- all letters of the alphabet plus sh, ch, th, nk, ng Segmenting and blending CVC words.

  11. Group 2 • Set 2 sounds. (ay, ee, igh, ow, oo, oo, ar, or, air, ir, ou, oy) • Ditty books. • Green and Purple books. • Get Writing books introduced with extension activities. E.g. Hold/Build a sentence. • Red words introduced.

  12. Group 3/4/5 • Set 3 sounds (ea, oi, a-e, i-e, o-e, u-e, ar, are, ur, er, ow, ai, oa, ew, ire, ear, ure) • More complex and lengthy reading books- more opportunities for segmenting and blending. • Questions to answer- find it prove it. • Questions to read and answer (independent) • The aim is to achieve fluent reading by age 7.

  13. Freshstart • Children in Years 5 & 6. • Intervention programme of 30 weeks. • Speed sound work. • Segmenting and blending. • Opportunity to read the text 3 times in a week. • Comprehension & grammar activity linked to the module. • Big writing at the end of each module.

  14. RWI and Real Texts • Once children are confident, fluent and expressive readers they no longer need RWI. • Texts linking to our curriculum theme. • Follow structure of RWI session.

  15. Supporting Reading at Home

  16. School books • Children are on the stage within each schools reading scheme • Children may also choose from a coloured banding system • It is important that children remain on the stage that they are on and don’t jump stages • Books may seem easy but this is to ensure that children can read the books and don’t struggle to read them

  17. How to help when reading? • Before • Talk about the cover/blurb • What might happen? • Why have you chosen this? • During • Praise during reading • Stop at appropriate places and ask meaningful questions • Allow children to self correct • If the child is having to decode too much, then speak to the teacher who will re-assess the child’s reading • After • Ask a select few questions about the text

  18. What do I ask after I have listened to them read? • Did you enjoy it? Why? • Did you have a favourite part? Or a part you didn’t like? • What about the characters? What did you like? Not like? • Was the story happy/funny/scary etc? Why? • What did you learn from reading this? (Non-fiction)

  19. Wider Reading • Reading should not be in a set time or place • 5 – 10 mins is better than an ½ hour reading session • Ask children to read all the time • Reading recipes at home • Reading signs when out and about • Reading labels in shops • Etc

  20. Reading to your child • 77% of 7+ are not read to at home • Important that children of all ages are read to tohelp develop their own reading and understanding and to give enjoyment to reading • Expands upon children’s vocabulary and helps them understand the importance of reading

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