New Christ Church PhonicsInformation for Parents

Here at New Christ Church we use a programme called ‘Read Write Inc.’ You

may here the children refer to this as ‘Miskin’ Ruth Miskin is the specialist

who advises the Government and devised the programme.

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Why Read Write Inc. Phonics?• Tried and tested over many years• Systematic and structured-results in rapid teaching and

learning of sounds & blending

• Early success in reading-means that, importantly and simply, when children know these sounds well and they can blend, they read books that are carefully matched to the sounds they know. Which means that children are successful from the very beginning!

• Training and ongoing staff development

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What is Read Write Inc Phonics?

A rapid Learn to read programme

so children…

Read to learn for the rest of their lives

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Who is it for?

• Four-year-olds plus

• Older children who need to ‘catch-up’

• Children new to English

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How does it work?

Children:• Learn 44 sounds and matching letters

• Learn to blend sounds to read words

• Read lots of specially written books

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How does it work?

Children:• Talk a lot about what they have read to show

they understand

• Listen to and discuss other ideas to deepen understanding

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Sounds

All words are made up of sounds – we use pure sounds – ‘m’ not muh, ‘s’ not ‘suh’

In English there are 44

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Graphemes-A grapheme is a sound written down - using the 26 letters of the

alphabet to represent the 44 different sounds ( e.g ‘ph’ is another way of writing the ‘f’ sound)

-English has more than 150 graphemes

A complex code!!!

We will teach the 100 most commonly used graphemes for the 44 sounds in a systematic way)

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Chart

• This chart on the next slide shows the most usual graphemes for the 44 sounds

• Each box shows you the different way of making the same sound.

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The complex English alphabetic code

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Children learn a simple code first

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If English had a simple code…

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…spelling and reading would be much easier!

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If this is ‘play’ then this should be.. mayk trayn cafay strayt wayt brayk

green dreem kee hee happee

light kight fligh Igh igh tigh

blow smowk flowt gow mowst

moon broot bloo groo

But of course its not like this!!

c-a-t

• ch-a-t

• l-igh-t

• c-r-a-sh

As they learn they graphemes, children will be taught to ‘blend’ to read and spell words.

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There is an audio guide on the OUP website which gives guidance on pure pronunciation

http://www.oxfordowl.co.uk/home/reading-site/expert-help/ruth-miskins-video-page?region=uk

Letter names are not the important part it is the sound the letters make (without the ‘uh’ on the end)

Sound are taught in sets using a multi-sensory approach The sets are described on the following pages.

f l m n r s v z sh th ng

nk

b c d g h j p qu

t w x y ch

k

a e i o u ay ee igh ow

oo oo ar or air ir ou oy

Set 1 sounds Set 2 sounds

Consonants: stretchy

Vowels: stretchy

Consonants: bouncy

Vowels: bouncy

f l m n r s v z sh th ngnk

ffph

llle

mmmb

nnkn

rrwr

sssecce

ve zzs

tici

b ck

d g h j p qu t w x y ch

bb ckch

dd gg ggedge

pp tt wh tch

a e i o u ay ee igh ow

ea a_eai

yeae

i_eiei

o_eoao

oo oo ar or air ir ou oy ire ear ure

u_eueew

oororeawau

are urer

ow oi

Fred...

• Fred helps children learn to read

Fred can only talk in sounds...

(Fred can only say c_a_t, he can’t say cat)

We call this Fred Talk

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Fred...

• If children understand Fred they can orally blend – this is essential for reading

• Fred says sh_o_p, d_ay, s_p_l_a_sh etc. We can say this is ‘Shop’ ‘day’ ‘splash’This is oral blending

• If children know the graphemes when trying to read the word ‘stamp’ they can Fred talk it to read and then blend s_t_a_m_p

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Fred...

• Fred helps children learn to spell too!

Children convert words into sounds

They press the sounds on to their fingers...

We call this Fred Fingers

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How can you help your child?

By...

• using pure sounds

• knowing the graphemes

• understanding how ‘Fred’ helps with reading and spelling

And...• By having fun with Fred Talk at home!

“What a tidy r-oo-m!”“Where’s your c-oa-t?” “Time for b-e-d!”

back, head, tum, leg, hand, foot, kneecoat, hat, scarf, zip, sock, gloverun, walk, skip, hop, fast, slow, stop, shopred, blue, green, black,knife, fork, spoon, plate, bowl, panbread, cheese, meat, soup, jam, cake

Use only single syllable words (no Fred Talking multi-syllabic words) and only the last word in a sentence or it gets very silly! E.g. P_u_t o_n y_our b_l_ue c_oa_t (you’ll never get out!).

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And...• By reading your child lots of lovely stories and asking

lots of questions!

Use these prompts to help you:

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What is that character thinking?

What is the character saying?

What do you

think that character is

feeling now?

What is happening?

What do you think happens next?

And...

• By talking to your child as much as possible and ‘feeding’ them new and different words:

“Let’s eat our lunch now.”“Let’s munch our lunch now.”“Let’s scoff our lunch now.”“Let’s devour our lunch now!”• A rich vocabulary is essential for high levels of

comprehension. The more words your child has in his/her head when they come to school, the quicker they will understand when they read

And...• By enriching conversations through description:

“Look at that rain. It looks like little diamonds sparkling on the window pane!”

• By having fun with words and language.

“I’m as hot as a spud in a cooking pot!”

• By praising your child for using new words or interesting phrases

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And...• By having a look at the parents’ information for tips and

resources for supporting your child at home:• https://global.oup.com/education/content/primary/series/rwi/p

arents/

(RWI resources are published by Oxford University Press)

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Thank you...

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Happy reading!

Reading levels• Set 1 sounds and blendingFiction and non fiction texts Green, Purple, Pink: NC level 1c-1b

• Set 1 & 2 sounds Fiction and non fiction texts Pink, Orange: NC level 1b – 1aFiction and non fiction texts Yellow: NC level 1a – 2cFiction and non fiction texts Blue: NC level 2b

• Set 1, 2, 3 sounds Fiction and non fiction texts Blue, Grey: NC level 2b – 2a+

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