Reading with read write inc

Once children reach the end of Set 1, they know enough sounds to read simple sentences.

Each day following their phonics session, children are then taught their Read Write Inc reading session.

Children progress through a range of colour levels. Each level is carefully matched to your child's current phonic ability. This means children are able to read and access texts by themselves and quickly grow in speed and confidence. The progression through book levels is shown below.

As part of the Read Write Inc sessions children will take part in a range of the below activities.

GREEN WORDS AND RED WORDS

Green Words

Green words are important words that the children will encounter in the story that they can phonetically decode. They are split into Speedy Green (words that children will encounter often) and Story Green (words that are specific to the story).

Firstly, children practise reading these words together with their teacher. They discuss the meanings of these words where needed so that children understand this new vocabulary before they begin reading.

Children then practise reading their green words in partners.

Red Words

Some common words contain tricky spellings that are not shown on RWInc speed sounds charts - we call these Red Words. For example in 'said' the tricky letters are 'ai' but the sensible letter would be e.

We challenge the children to read the Red Words speedily. First, we think out loud to decide the tricky letters. On subsequent reads, we encourage the children to call out the tricky letters before they read the word.

READING THE TEXT

The children read the text at least 3 times at school before each book is sent home. They may be involved in any of the following reading activities.

First Read

This is where children use their knowledge of Green and Red words alongside their phonic knowledge to fully decode the text themselves. This is done as partner work where the children share the reading task.

Teacher Read

This is where the teacher reads the book to the children modelling fluency, use and tone of voice and using punctuation to help guide reading.

Second Read

Following the Teacher Read, the children are given the chance to read the story again, aiming to mimic the reading tricks that the teacher had just used.