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Phonics

Read, Write, Inc. Phonics

At Emmaus School, we use the Ruth Miskin ‘Read, Write, Inc’ Phonics programme which is an inclusive literacy programme for all children learning to read.  It is aimed at children reading at age related expectation or below and teaches synthetic phonics.  Children learn the 44 common sounds in the English language and how to blend them to read and spell.  The scheme includes both a reading and a writing focus.

Reading is the key that unlocks the whole curriculum so the ability to efficiently decode is essential. 

The R.W.I sessions occur each day – with the exception of Wednesday (where children take ‘Inference’ lessons – as the continuity and pace of the programme is key to accelerating the progress of children’s reading development.

Aims and Objectives

To teach children to:-

  • Apply the skill of blending phonemes in order to read words.

·         Segment words into their constituent phonemes in order to spell words.

·         Learn that blending and segmenting words are reversible processes.

·         Read high frequency words that do not conform to regular phonic patterns.

·         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.

·         Spell effortlessly so that all their resources can be directed towards composing their writing.

Teaching and Learning Style

This is based on the 5 Ps.

Praise – Children learn quickly in a positive climate.

Pace – Good pace is essential to the lesson.

Purpose – Every part of the lesson has a specific purpose.

Passion – This is a very prescriptive programme.  It is the energy, enthusiasm and passion that teachers put into the lesson that bring the teaching and learning to life!

Participation - A strong feature of R.W.I. lessons is partner work and the partners ‘teaching’ each other (based on research which states that we learn 70% of what we talk about with our partner and 90% of what we teach).

Planning

Pupils work within ability groups which are defined by their performance on R.W.I. phonic assessments.  Pupils are re-assessed at the end of each half term and the groups are reorganised accordingly.

Teacher generated planning is minimised as the planning is integrated into the teacher’s handbooks and follows set routines.  Each phonics teacher has a printed format for planning ditties or storybook lessons.  To this framework, is added the particular ditty/ storybook being studied, new phonic elements that are being introduced and any other points worthy of note for future use.

Delivery of Phonics

·         Initial sounds are to be taught in a specific order.

·         Sounds taught should be ‘pure’ ie ‘b’, not ‘buh’ as this is central to phonic teaching and ability to recognise sounds in words.

·         Blends are to be de-clustered. eg bl is two specific sounds.

·         Children are to be taught that the number of graphemes in a word always corresponds to the number of phonemes.  This greatly aids spelling.

·         Set 2 sounds are to be taught after Set 1 (initial sounds)

·         Diagraphs and trigraphs are called ‘special friends’ to enable children to understand the concept of graphemes with more than one letter.

·         Split diagraphs are called ‘split special friends’.

·         Letter names are to be introduced with Set 3.

 

Children's reading is assessed using PM Benchmark to determine an appropriate level of reading book to take home and practice their developing skills. 

For children who need extra support throughout school, we offer Lexia Core 5 and Project X standardised interventions with teaching assistants who have been specially trained.