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Monkston Primary School

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Phonics

Phonics

Daily Phonics Lessons

Read Write Inc (RWI) is a systematic phonics scheme which helps all children learn to read fluently and at speed so they can focus on developing their skills in comprehension, vocabulary and spelling.​

It is taught in over 5000 schools in the United Kingdom!

 

What is Systematic Synthetic Phonics?

Phonics is the teaching of sounds in a certain order and the teaching of recognising the different spelings of each sound. Phonics also teaches children to put these sounds together to make words.

 

All phonics lessons lessons follow the same structure:

10 minutes ‘speed sounds’ – The children learn how to say, read and write the new sound. ​

10 minutes of reading – The children consolidate their phonetic knowledge with closely linked storybooks (opportunity to learn new red words)​.

10 minutes of writing – The children consolidate their writing ability using their phonetic and grapheme knowledge about the linked storybook (also gives the opportunity to learn and practice spelling red words).

 

Speed Sounds:

Step 1: Hearing and saying the word

  • We use pure sounds (‘m’ not’ muh’,’s’ not ‘suh’, etc.), so that your child will be able to blend the sounds into words more easily. ​
  • At school, we use a puppet called Fred who is an expert on sounding out words! We call it ‘Fred Talk’. E.g. m-o-p, c-a-t, m-a-n, sh-o-p, b-l-a-ck.​
  • Pronunciation is important – At home, try to discourage f instead of th. This mispronunciation makes it harder for them to spell correctly in the future.

 

Step 2: Recognising the letter shape to read and write the sound.

Children learn to write the sound using mnemonics and stories to help them.

Attached below is the full list of mnemonics for all the sounds the children learn.

 

Step 3: Blending and reading the sound

Children need to learn to hear what the individual sounds sound like altogether as a word. We ‘sound out’ or Fred Talk the word.​

For example:​

M----a----p  m—a—p m-a-p m-ap map ​

Start saying the sounds slowly, then get faster. Remember to say the pure sounds!

 

Step 4: Writing the sound

Children learn to write the sound and ‘segment’ words into sounds. ​

They count the sounds in the word​ (m- a – p would have three sounds and so would sh-o-p).

Pinch each sound on each finger​.

Write each sound on each finger​.

Write it down ​.

(Further along, they need to make the right spelling choice​ for some sounds.)

 

Sound Order

Your child will be taught according to a prescribed, logical order of sounds/graphemes (the letters that make up the sounds) given by the Read, Write Inc. scheme.​

 

  • Set 1 (without using letter names)​
  • Set 2​
  • Set 3​
  • Additional Set 3

 

A full list of these sounds is attached below.

 

Reading Within Phonics Lessons

The children consolidate the previous sounds that have been taught, their decoding (sounding out) and blending skills using the Read, Write Inc. storybooks. Using regular assessment, your child will be reading a book that is closely linked to their phonetic knowledge to build their confidence and fluency.  Your child will also have the opportunity to learn ‘red words’ during this time. Red words are words that cannot be ‘sounded out’. The progressive nature of these books ensure that the children are introduced to these red words at an appropriate pace and they consolidate these red words in the next storybooks along in the scheme.

 

Writing Within Phonics Lessons and Spell Checks

The writing element of the phonics sessions encourages children to apply their phonetic knowledge to their writing. They will perform a number of tasks during the week, including hold a sentence (remember and write), build a sentence (create a sentence from a powerful word), edit a sentence (correcting full stops, capital letters and spellings) and spell check. The children get sent home words to practise spelling that have been introduced by the teacher beforehand and are words your child will come across in the book they are reading that week. The children bring their spelling books home with their new spellings in to practise and bring them back in to school on a Friday for the spell check that week. This way, parents can see how their child does after all the hard work they have done helping their child to learn their spellings! J

 

Parent video: How to say the sounds

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