Read Write Inc. Phonics Reading Leader Handbook

Phonics

Read Write Inc

Reading Leader Handbook ReVised edition

SA

M PL

Ruth Miskin

E

Series deVeloped by

Downloaded from www.oxfordprimary.co.uk/rwiphonics

201496_RLHB_COV.indd 3

2 12/06/2020 08:21

Phonics

Read Write Inc

Reading Leader Handbook

SA

M PL

Ruth Miskin

E

Series developed by

Downloaded from www.oxfordprimary.co.uk/rwiphonics

837427_RL_Hbk_001-057_FINAL.indd 1

2 04/05/2016 09:56

Contents 6

Handwriting

39

Introduction to Read Write Inc. Phonics 8

One-to-one tutoring

40

Read Write Inc. Phonics resources

10

Practice sessions

45

Roles and responsibilities

12

Storytimes

46

Ten steps to start

15

Home reading

48

The five principles

17

What is phonics?

49

Preparation and organisation

24

Using Read Write Inc. Phonics Online

50

Storybook and Get Writing! lessons – coaching

26

Glossary

51

Writing assessment and guidance for marking writing

37

Frequently asked questions

56

E

Read Write Inc. programmes

Timetables

M PL

Reading Leader documents

59

Reading assessments Reception (P1)

79

62

Grouping grids and assessment tracker

80

63

Expectations of progress grid

81

64

Resources for teachers – first four weeks

82

Entry level individual record

66

Resources for teachers – from week five

84

Grouping the children – entry level

67

Practice and coaching – activities

89

Entry assessment teacher key

67

Practice and coaching – behaviour

90

68

Classroom organisation checklist

91

Assessment and grouping

Grouping and assessment – entry level

SA

Entry assessment

Grouping and assessment – from week five Assessment 1

70

Assessment 1 individual record

76

Grouping the children – from week five

77

Assessment 1 teacher key

77

Appendices Red Words with circled graphemes

92

Overview of teaching sequence

101

Speedy Green Words

93

102

Speed Sounds in core Storybooks

96

List of writing tasks and key grammar focuses

Speed Sounds in Set A Storybooks and Non-fiction Books

98

Quick reference summary

109

Teaching route for Read Write Inc. Phonics

110

Complex Speed Sounds Chart

100

Downloaded from www.oxfordprimary.co.uk/rwiphonics

201496_RL_Hbk_001-057_FINAL.indd 3

10/06/2020 13:58

Ten steps to start

Ten steps to start This handbook will guide you through implementing and maintaining the programme in your school. Read Write Inc. Phonics Handbooks 1 and 2 contain the detailed lesson plans for teaching sounds, reading and writing.

Read Write Inc. is successful when it is taught consistently across the school. Everyone needs to work together as one team. Staff who are not directly involved in the day-to-day teaching of reading and writing will need to understand the implications for implementing the programme across the whole school and, in particular, adopt the principles for teaching and learning.

This means that the head teacher and all teachers and teaching assistants – from those teaching the youngest children up to children aged 11 – should be trained together. The ideal route for implementing Read Write Inc. is as follows.

Step 1 Book the training

Read Write Inc. is successful when it is taught consistently across the school.

Everyone needs to work as one team and to adopt the principles for teaching and learning.

E

Phone the booking co-ordinators at Ruth Miskin Training to find out the most appropriate training route for you and your school.

(Many small schools share training.)

M PL

You will be assigned a designated trainer who will guide you, step-by-step, throughout the whole process of implementing Read Write Inc. Phonics.

Step 2 Order your resources

SA

Call an Oxford University Press educational consultant to help you order your resources. They are very knowledgeable about Read Write Inc. and will order the right amount of resources for the number of children who need to learn to read and write.

See www.readwriteinc.com or telephone +44(0)1536 452610.

Step 3 Get ready for the training – Day 1 The first day’s training focuses on the Phonics lessons: Speed Sounds Sets 1, 2 and 3, word blending and spelling.

Your trainer will phone you two weeks before the training and explain how to prepare, ready for the day.

All staff will need to attend.

Step 4 Before training Day 1, assess and group the children for Speed Sounds Lessons • Assess children’s reading using the Entry Assessment (see p.64).

• Group children into broad Speed Sounds Groups, e.g. Set 1, Set 2 and Set 3. Mix age groups if necessary. (See Assessment and Grouping on p.62.)

• Organise teaching materials for each group. (See Getting ready for each level – resource checklists on pp.82–88.)

• Organise for teachers to team-teach with assistants.

Downloaded from www.oxfordprimary.co.uk/rwiphonics

837427_RL_Hbk_001-057_FINAL.indd 15

15 05/01/2018 15:54

Ten steps to start

Step 5 Set up your one-to-one tutoring sessions for the slowest progress children (see p.40) Organise this at the same time as Step 6, below.

Step 6 Teach the Speeds Sounds Lessons for four weeks During these four weeks, teachers will teach the Speed Sounds Lessons for 30 minutes each day (Reception for 20 minutes). Organise for the teaching assistants to team-teach with the teacher so they gain in confidence before they teach their own groups.

Set the bar high – see how many sounds the children can learn over these four weeks.

The more they know, the more words they will be able to read and the higher the level of Storybooks they will read at the end of this period.

Step 7 Get ready for the training – Day 2 The second day of training focuses on the Storybook and Get Writing! lessons.

All staff will need to attend.

After training Day 2, re-assess your children and group ready for the Storybook and Get Writing! lessons

M PL

Step 8

E

Your trainer will phone you two weeks before the training and explain how to prepare, ready for the day.

• Assess all children again using Assessment 1 (see p.70).

• Record results first o grid and Assessment tracker (see p.80).

• Organise children into homogenous groups (same progress level) for one hour each day and for 20–30 minutes a day in Reception (P1). (See Storybook and Get Writing! lessons on p.26.)

SA

• Check all teaching areas have the resources for the Storybook lessons. (See Getting ready for each level – resource checklists on pp.82–88.)

• Meet with reading teachers to tell them who will be in their groups, and the Phonics lessons and the Storybooks they will teach. (See Preparation and organisation on p.24.)

Step 9 Start new homogeneous reading groups – all systems go!

Make sure everyone has everything they need to teach Read Write Inc. Storybook and Get Writing! lessons. (See Preparation and organisation on p.24.)

Step 10 Start the cycle of practice sessions and coaching (see p.45)

16 837427_RL_Hbk_001-057_FINAL.indd 16

Downloaded from www.oxfordprimary.co.uk/rwiphonics

05/01/2018 15:54

Using Read Write Inc. Phonics Online

Using Read Write Inc. Phonics Online Read Write Inc. Phonics Online is on the Oxford Owl for schools website (www.oxfordowl.co.uk). Read Write Inc. Phonics Online contains a wealth of teaching support materials. Support your teachers to access and use these resources in their lessons. Key sections of the online resource are as follows.

Assessment This section contains all the documents you will need for assessing the children. See pp.62-80 for further information.

Speed Sounds resources These resources support the teaching of Speed Sounds Lessons. They include: Speed Sounds slideshows; a video of how to pronounce pure sounds; printable nonsense words, multi-syllabic words and additional Speed Sounds cards for assessment; a Phonics Screening Check assessment; and two printable Parent Booklets to send home with children to explain how to use the Speed Sounds to new parents.

E

Storybook files

Story Green Words Speedy Green Words Build a Sentence

Illustrated words to help explain new vocabulary to children Animated files that bring up the words as a slideshow to use with children Picture prompts for this activity

Picture prompts for this activity

SA

Think About the Story

M PL

Each Storybook has an accompanying online file. The file consists of a number of tabs, labelled a, b, c, etc. The tabs correspond to activity types and follow in a sequential order so that teachers can tab through them in the lessons. (They are also referenced in the teaching notes for every Storybook in Phonics Handbooks 1 and 2.) The Storybook online files contain the following content.

Proofread

Display files that you can use to show answers and discuss corrections

Write About

Files to support modelling writing for children

Printable files

Printable versions of the Story/Book Introduction, Speedy Green Words and Story Green Words

Handwriting files There are printable files with detailed guidance on teaching handwriting to use alongside the guidance in Phonics Handbooks 1 and 2.

Storytime and Poetry Time files These are all the files needed for teaching Read Write Inc. Phonics Storytime and Poetry Time: the printed story and poetry texts, artwork for display and audio readings of all of the poems. There are accompanying teaching activities for developing oral language and comprehension. Search by Reception or Year 1 to find the files needed.

One-to-one resources Closely matched to the One-to-one Tutoring Kit, there is extensive video support and guidance for one-to-one tutoring of the programme.

50 201496_RL_Hbk_001-057_FINAL.indd 50

Downloaded from www.oxfordprimary.co.uk/rwiphonics

10/06/2020 10:20

Frequently Frequently asked asked questions questions

Frequently asked questions Teachers joining your team who are new to Read Write Inc. Phonics may have queries as they get to know the programme, especially if they have not taught Read Write Inc. before. We have added some frequently asked questions below.

New teachers to the programme I’ve heard Read Write Inc. is very structured. Is this true?

Yes, Read Write Inc. is successful because it is very structured. Once teachers know the cycle of activities, they can then put all of their energy into teaching with passion and creativity, and children can put their energy into learning to read and write. Teaching creatively involves having attention available to concentrate on the children in front of them and responding to their individual needs, there and then.

Do children read ‘real’ books?

E

We want children to learn to read and write fluently and independently as quickly as possible.

Within the Phonics lessons, children read books that are closely matched to their phonic knowledge.

Teachers also read ‘real’ books to the children every day (see Storytimes on pp.46-47).

M PL

The aim of Read Write Inc. Phonics is to get children reading and writing as quickly as possible. In established Read Write Inc. schools, children progress from the Phonics programme to Literacy and Language at the start of Year 2 (P3). At this point, children can read fluently and are able to read a wide variety of books confidently and independently.

Does this programme just teach phonics for reading?

SA

No, Read Write Inc. Phonics teaching develops the knowledge and skills needed for: reading, comprehension, writing, spoken English, spelling, grammar, vocabulary, punctuation, composition and handwriting. The lesson plans seamlessly integrate all of these skills so that they are developed alongside one another in a holistic manner. All of the teaching is underpinned by phonics.

How easy is the programme to implement?

The programme is straightforward to implement and teach: children learn Speed Sounds in sets, learn to blend them, and then progress to reading books (with eight key levels of progression, from Red to Grey). Reassure your teachers that you are there to support and coach them and to help them with practicalities such as assessment and organising their teaching areas. Phonics Handbooks 1 and 2 provide detailed step-by-step lesson plans which teachers can use to prepare.

Can we see the programme in action?

Yes, if you are new to Read Write Inc. and would like to see it being taught successfully in a school near you, you can visit a Model School.

Does the programme match the National Curriculum?

Yes, there are charts online to show how the programme matches the National Curriculum for England, as well as those for Scotland, Wales and Northern Ireland.

56 837427_RL_Hbk_001-057_FINAL.indd 56

Downloaded from www.oxfordprimary.co.uk/rwiphonics

12/05/2016 14:06

Frequently asked questions

Experienced teachers of the programme Sometimes a word changes from being a Red Word to being a Green Word. Why? Red Words are high frequency words with a low frequency grapheme, e.g. ‘said’. In ‘said’, ai is the tricky grapheme that children will find hard to sound out: ‘‘It’s harder to Fred a Red’’.

‘Said’ stays as a Red Word as the ai grapheme rarely represents e.

Some words start as Red but then turn Green, e.g. ‘he’. Because the grapheme e has not been taught to represent ee in Set 1, once ‘e’ has been taught in Set 3, ‘he’ becomes Green.

In places the system is flexible to ensure the books are accessible for children and for ease of teaching. A few words have been designated Red, because they are Red in the south of England and not in the north! These change very swiftly from Red to Green once children can read the words.

Do the Red Word charts in the Storybooks contain Red Words from previous books?

Yes, because it is important for children to revise Red Words and learn to read them speedily.

E

Occasionally we encounter a sound that isn’t on the sound chart. Why? The sound charts contain the highest frequency graphemes that occur in children’s books.

M PL

We do not clutter the chart with low frequency graphemes that might distract children’s attention from ones they really need to know.

Once children know these, they are taught lower frequency graphemes in the Storybooks.

Teachers write these on sticky notes and add them to the chart. Once children progress to Spelling (Year 2/P3) the chart contains all of the graphemes they may need for Spelling.

Sometimes a word changes from being a Story Green Word to a Speedy Green Word. Why?

SA

High frequency Story Green Words become Speedy Green Words in later stories. For example, in the early stages children practise sounding out ‘dog’ as a Story Green Word. Once children can read it easily they practise reading it at speed.

Downloaded from www.oxfordprimary.co.uk/rwiphonics

837427_RL_Hbk_001-057_FINAL.indd 57

57 04/05/2016 09:57

Reading Leader documents – Timetables

Three-day timetable for teaching Green, Purple, Pink and Orange Level books Timings within a session The session for each day should last for about an hour, once children are in Year 1 (P2) and above.

Allocate timing within this as follows: • Daily Speed Sounds Lesson – 10 minutes • Handwriting – 5 minutes • Write About – about 20–30 minutes The timing for the other activities can be flexible depending on your children’s progress.

Day 1

Day 2

Day 3

Daily Speed Sounds Lesson

Daily Speed Sounds Lesson

Speed Sounds from the Storybook

Speedy Green Words

Think About the Story

Story Green Words

Red Word Cards

Third Read – Children

Speedy Green Words

Partner Practice – Speedy Green Words and Red Words

Questions to Talk About

Second Read – Children

Proofread

Partner Practice – Speed Sounds and Story Green Words

Hold a Sentence – 2

Write About

Story Introduction

Build a Sentence – Orally

First Read – Children

Handwriting

SA

Read Aloud – Teacher

M PL

Red Word Cards

E

Daily Speed Sounds Lesson

Hold a Sentence – 1 Handwriting

60 837427_RL_Hbk_058-061_FINAL.indd 60

Downloaded from www.oxfordprimary.co.uk/rwiphonics © Oxford University Press 2016. Copying permitted within purchasing school only.

03/06/2020 16:29

Reading Leader documents – Timetables

Five-day timetable for teaching Yellow, Blue and Grey Level books Timings within a session The session for each day should last for about an hour, once children are in Year 1 (P2) and above.

Allocate timing within this as follows: • Daily Speed Sounds Lesson – 10 minutes • Handwriting – 5 minutes • Write About – 20–30 minutes (Day 4); 30–40 minutes (Day 5)

Day 1

Day 2

Day 3

Day 4

Day 5

Daily Speed Sounds Lesson

Daily Speed Sounds Lesson

Daily Speed Sounds Lesson

Daily Speed Sounds Lesson

Speed Sounds from the Storybook

Speedy Green Words

Partner Practice – Speedy Green Words and Red Words

Spell Check

Spell Test

Story Green Words

Red Word Cards

Think About the Story

Grammar

Speedy Green Words

Partner Practice – Speedy Green Words and Red Words

Third Read – Children

Vocabulary

Red Word Cards

Second Read – Children

Questions to Talk About

Proofread – Spelling

Partner Practice – Speed Sounds and Story Green Words

Fred Fingers – Spelling Green Words

Questions to Read and Answer

Proofread – Grammar

Story Introduction

Red Rhythms – Spelling Red Words

First Read – Children

Hold a Sentence – 1 and 2

SA

M PL

E

Daily Speed Sounds Lesson

Write About (start writing here and continue on Day 5) Build a Sentence

Read Aloud – Teacher Red Rhythms – Spelling Red Words Handwriting

Partner Proofread Handwriting

Handwriting

Words to Keep

Handwriting

Downloaded from www.oxfordprimary.co.uk/rwiphonics © Oxford University Press 2016. Copying permitted within purchasing school only.

837427_RL_Hbk_058-061_FINAL.indd 61

Write About (continue writing here from Day 4)

61 03/06/2020 16:39

Reading Leader documents – Assessment and grouping

Grouping and assessment – entry level For the first four weeks children are taught just the Speed Sounds Lessons. There are three reasons for this: 1. The teachers can identify gaps in children’s phonic knowledge and quickly teach them the Speed Sounds they need to know to fill these gaps. This is particularly helpful for older children who have fallen behind. It means that after four weeks, they can be placed in higher Storybook groups and therefore complete the programme more quickly.

2. It gives teachers time to practise teaching the Speed Sounds Lessons before they start teaching the Storybooks.

3. It gives you time, as Reading Leader, to support your teachers on the Speed Sounds Lessons before the Storybook training.

The Entry assessment is designed so you can group the children into broad Speeds Sounds groups for the first four weeks of teaching Read Write Inc. Phonics.

E

You need five documents: 1. ‘Entry assessment’ (see p.64 and search Online by title). These are the pages the children read.

You only need one copy of this.

M PL

2. ‘Entry level individual record’ – one for each child (see p.66 and search Online by title). Keep each assessment in an assessment file to give evidence of starting point.

3. ‘Entry assessment teacher key’ (see p.67 and search Online by title).

4. ‘Entry grouping grid’. This is a grid to help you organise children into groups. Search for this Online by the title.

5. ‘Assessment tracker’. This is a grid to help you track children’s progress through the assessments.

Search for this Online by the title. There is an example tracker on p.80.

SA

Assessing each child

Ask the child to read the Entry assessment on pp.64–65. Stop the assessment when a child starts to struggle.

For all sections

• Use a masking card to cover the sounds and words below those being read.

• Highlight the words and sounds the child reads correctly on the individual record.

Reading sounds • Ask the child to read the sounds.

• Remind the child not to use letter names.

Oral word blending (Sounds Group C) • Do not show the child the words.

• Ask the child to look at you and ensure that you say the sounds very clearly, e.g. d-u-g.

• Ask the child to say the word after you say the sounds.

Word reading • Ask the child to read each word. Tell the child they can sound out the words.

Nonsense words reading • Explain that the words next to the alien are nonsense words.

• Ask the child to read each word. Tell the child they can sound out the words.

Downloaded from www.oxfordprimary.co.uk/rwiphonics © Oxford University Press 2016. Copying permitted within purchasing school only.

201496_RL_Hbk_062-078_FINAL.indd 63

63 10/06/2020 10:42

Reading Leader documents – Assessment and grouping

Entry assessment Set 1 Sounds Group A

m a s b f e

d

t

i

n

p

g

o

c

k

u

Set 1 Sounds Group B

h

r

j

v

y

w

x

M PL

Set 1 Sounds Group C Oral blending: s-a-t

z

E

l

h-e-n

l-o-g

b-i-n

b-u-g

Set 2 Sounds Group

ng

nk

qu

SA

ch

chip fas

64 201496_RL_Hbk_062-078_FINAL.indd 64

gap

gip

win

guk

sh

th

jam

rab

Downloaded from www.oxfordprimary.co.uk/rwiphonics © Oxford University Press 2016. Copying permitted within purchasing school only.

10/11/2020 11:47

Reading Leader documents – Assessment and grouping

Set 3 Sounds Starter Group

ay

ee

igh

or

air

ir

lay

steep fair

blay

noom

porg

gouf

ou

ar

oy

light

snow

mouse

part

joy

M PL

E

horn

oo oo

ow

dight

feep

SA

lirb

Set 3 Sounds Advanced Group

a-e ea i-e o-e ur er ire ear

u-e oi ai oa aw ure ew are ow

smafe

fleab

flime

snoke

zuke

spoat

durf

jire

plure

brare

Downloaded from www.oxfordprimary.co.uk/rwiphonics © Oxford University Press 2016. Copying permitted within purchasing school only.

837427_RL_Hbk_062-078_FINAL.indd 65

toin

65 30/01/2019 13:19

Reading Leader documents – Assessment and grouping

Entry level individual record Date

Pupil Set 1 Sounds Group A

m

Set 1 Sounds Group B

l

Set 1 Sounds Group C

(oral blending) s-a-t

Set 2 Sounds Group

ch

h

s

d

r

ng

j

gip

ay

ee

qu

p

w

z

sh

guk

g

o

c

lay

ow

steep

ea

i-e

o-e

ure

ew

are

ow

smafe jire

fleab

plure

b

f

e

l-o-g

b-i-n

b-u-g

jam rab

oo

oo

ar

snow

dight

a-e

u

th

light

noom

k

x

h-e-n

win

igh

SA

Set 3 Sounds Advanced Group

201496_RL_Hbk_062-078_FINAL.indd 66

n

y

gap

blay

66

i

M PL

Set 3 Sounds Starter Group

v

nk

chip fas

t

E

a

u-e

flime

part

feep

oi

or

ai

snoke

air horn

porg

oa

ir

ou fair

gouf

aw

zuke

oy mouse

joy

lirb

ur

toin

er

ire

spoat

ear durf

brare

Downloaded from www.oxfordprimary.co.uk/rwiphonics © Oxford University Press 2016. Copying permitted within purchasing school only.

10/11/2020 11:47

Reading Leader documents – Assessment and grouping

Grouping the children – entry level Use the Entry assessment teacher key below to place children in an appropriate group on the Entry level grouping grid (search online for ‘Entry grouping grid’).

You will also need to track the child’s progress on the Assessment tracker. To do this, write the child’s name and date of assessment on the Assessment tracker (search online for ‘Assessment tracker’).

Entry assessment teacher key Column 1 shows you the group name to place children in if they meet the criteria in column 2.

Column 2 shows you what the child should know in order to place them in a group.

To be placed in a group the child must meet the criteria in the last box and the boxes before that.

Column 3 once grouped, this shows you the Speeds Sounds to teach and review, and the Storybook and Get Writing! Book to teach.

Start the child in the group when they can read:

Teach:

Set 1 Sounds Group A

Few or no Set 1 single-letter sounds

Set 1 Sounds Group B

Most Set 1 single-letter sounds (cannot blend orally) Most Set 1 single-letter sounds and can blend sounds into words orally

Teach Set 1 single letter sounds and Word Time 1.1–1.3 Teach gaps in Set 1 single letter sounds and Word Time 1.1–1.4 Teach gaps in Set 1 single letter sounds and Word Time 1.1–1.5 Continue to teach and review Set 1 Sounds – focus on ‘special friends’ ch, sh, etc.

Set 2 Sounds Group

M PL

Set 1 Sounds Group C

E

Group

All Set 1 single-letter sounds speedily most words

SA

most words

Set 3 Sounds Starter Group

All Set 1 and 2 Sounds speedily most words

Teach Set 2 Sounds Teach Word Time 1.6–1.7 Continue to review Set 2 Sounds Teach Set 3 Sounds

most words

Set 3 Sounds Advanced All Set 1 and 2 Sounds speedily, and Group Set 3 Sounds

Review Set 2 Sounds Teach gaps in Set 3 Sounds

most words Search in Read Write Inc. Phonics Online for ‘Entry Grouping Grid’ and ‘Assessment Tracker’ to find the documents you need for listing children in groups and tracking their progress.

Downloaded from www.oxfordprimary.co.uk/rwiphonics © Oxford University Press 2016. Copying permitted within purchasing school only.

837427_RL_Hbk_062-078_FINAL.indd 67

67 12/05/2020 14:57

Reading Leader documents – Assessment and grouping

Expectations of progress grid This grid shows expectations of progress after two years of implementation. Note: this is for your guidance only – some children make faster progress.

It is very important that you do not tell parents if children are working below this level. When talking to parents, describe the progress children have made and explain how the parent can support them.

Reception (P1) Reception

No. Children

Group A

Baseline

14

71%

Autumn half term

14

43%

Group B

Group C

Ditty

7% 29%

Red

Green

7% 7%

Purple

Pink

Orange

7%

7%

Yellow

Blue

Grey

L&L

At/+ expected

7% 7%

57%

End of Autumn term

0

Spring half term

0

End of Spring term

0

Summer half term

0

End of Summer term

0

Year 1 (P2) No. Children

Baseline

30

Group A

Group B

Group C

Ditty

Red

27%

13%

End of Autumn term Spring half term End of Spring term Summer half term End of Summer term

Year 2 (P3)

Baseline

No. Children

Group A

88

0%

89

0%

Group B

Group C

Ditty

Autumn half term

Pink

Red

Orange

Yellow

Green

Purple

Pink

Blue

Grey

L&L

At/+ expected 0 0 0 0 0 0 0

Orange

Yellow

Blue

Grey

Comp.

At/+ expected

0%

0%

0%

0%

1%

3%

7%

17%

20%

19%

14%

18%

51%

1%

0%

0%

0%

1%

0%

2%

15%

17%

28%

9%

27%

64%

SA

Year 2

Purple

M PL

Autumn half term

Green

E

Year 1

End of Autumn term

89

0%

1%

0%

0%

0%

0%

1%

2%

2%

19%

20%

16%

38%

54%

Spring half term

89

0%

0%

0%

0%

1%

0%

0%

2%

1%

16%

9%

18%

53%

71%

End of Spring term

0

Summer half term

0

End of Summer term

0

Downloaded from www.oxfordprimary.co.uk/rwiphonics © Oxford University Press 2016. Copying permitted within purchasing school only.

201496_RL_Hbk_079-112_FINAL.indd 81

81 10/11/2020 11:55

Phonics

Read Write Inc

Reading Leader Handbook Read Write Inc. Phonics is a comprehensive literacy programme that aims to get children reading and writing quickly. The programme enables teachers to develop children’s skills in reading, writing, spoken language, vocabulary, grammar and spelling in a fully integrated way, to raise standards in children’s literacy and spark a lifelong love of reading.

M PL

assessing and grouping children

E

This new Reading Leader Handbook contains all of the information you need as a manager of the Read Write Inc. programme in your school, including guidance on:

effective leadership strategies

building an excellent team of teachers

coaching and motivating teachers to deliver outstanding literacy lessons organising Read Write Inc. in your school

SA

running one-to-one tutoring sessions to ensure no child is left behind teaching handwriting

storytime and home reading troubleshooting.

See also: Read Write Inc. Phonics Handbook 1, for teaching the Speed Sounds and the first five levels of Read Write Inc. Storybook and Get Writing! lessons (Red to Orange) Read Write Inc. Phonics Handbook 2, for teachers of children following the upper three levels of Read Write Inc. Storybooks and Get Writing! lessons (Yellow to Grey).

3

How to get in touch: web

www.oxfordprimary.co.uk

ISBN 978-1-382-01496-0

email primary.enquiries@oup.com

201496_RLHB_COV.indd 2

tel.

+44 (0) 1536 452610

Fax

+44 (0) 1865 313472 from www.oxfordprimary.co.uk/rwiphonics Downloaded

9 781382 014960

15/06/2020 08:52