Reading
Children read the story three times. On the first read, children focus on accurate word reading; the second, on developing fluency; and the third, on comprehension. Fluency and comprehension increase with each repeated reading.
Accuracy
Children learn to:
- read new sounds and review previously taught sounds
- sound out the names of characters and unfamiliar words
- understand the meanings of new words
- read the story (first read)
Fluency
Children learn to:
- read the words in the story speedily
- track the story, ‘jumping in’ when the teacher hesitates
- read the story with increased speed (second read)
Comprehension
Children learn to:
- predict the outcome, after listening to a story introduction
- discuss and compare key moments in the story
- read the story with a storyteller’s voice (third read)
- answer questions about the story
- read the same story at home
- build background knowledge, read to read the next Read Write Inc storybook
Writing
As with reading, the alphabetic code is embedded first, so that children can write simple words early on and build on success. The children write every day, rehearsing out loud what they want to write, and composing sentences by sentence, until they are confident enough to write independently. They write at the level of their spelling knowledge: that is, they use their knowledge of the alphabetic code and the ‘tricky’ words they have learnt. They practise handwriting every day.
In every lesson, children rapidly build on their spelling knowledge so that soon they are able to spell complex words confidently. The children can use adventurous vocabulary in their writing because they have encountered such language in their reading and they have talked about what the words mean.
Transcription
Children learn to:
- develop a confident handwriting style
- spell common words with common graphemes and suffixes
- spell common words with unusual graphemes
- write prepared sentences with correct spelling and punctuation
Composition
Children learn to:
- build and rehearse their own sentences based on ideas from the story
- apply new grammar concepts linked to the story
- use new vocabulary in their writing
- edit their writing to correct their grammar and punctuation
- write a composition based on the Storybook they have just read
- edit their own and their partner’s writing
Teacher modelling and participation
The teacher explains and uses direct instruction for every activity – ‘My turn Your Turn’ (MTYT) – ensuring that all the children in the group are watching and mirroring what the teacher is doing. The children then turn to their partners (TTYP – ‘Turn to your partners’) to either practise what they have been taught or discuss a new idea. The teacher observes and listens carefully, picking up on any errors or uncertainties. The teacher repeats the activity until all the children are confident at every step. Revision and consolidation at the start of the next day’s lesson are vital in embedding the learning, step-by-step.
Assessment
Children are assessed and grouped according to their phonic knowledge. Each child reads books that match their phonic knowledge. Assessments are carried out every half term.
Handwriting
There are regular timetabled slots for handwriting to ensure that children build up their handwriting skills every day. Children have this opportunity during their phonics session and also during class.
