Read Write Inc

‘Read Write Inc’ policy

Aims and objectives

To teach children to:

• decode texts effortlessly so all their resources can be used to comprehend what they read
• spell effortlessly so that all their resources can be directed towards composing their writing
• to write imaginatively and with purpose

Teaching and learning style

This is based on the four ‘P’s’.

Positive teaching – Children learn more quickly in a positive climate.

Pace – Good pace is essential to the lesson.

Purpose – Every part of the lesson has a specific purpose.

Passion – This is a very prescriptive programme. It is the energy, enthusiasm and passion that teachers put into the lesson that bring the teaching and learning to life!

A strong feature of RWI lessons is partner work (based on research which states that we learn 70% of what we talk about with our partner). Pupils work within ability groups which are defined by their performance on RWI phonic tests. Pupils are re-tested regularly and the groups are reorganised accordingly – pace and acceleration is the key!

Once children have completed RWI Phonics, they then progress onto RWI Comprehension (this can start from Year 2 onwards) and RWI Spelling. There is now a new ‘Comprehension Plus’ programme for Years 5 and 6 which is matched to the Primary Framework. This is aimed for children working at level 4 and level 5. RWI Spelling is organised into groups based upon a child’s spelling age.

Planning

Teacher generated planning is minimised as the planning is integrated into the teacher’s handbooks and follows set routines. Each group leader has a printed format for planning ditties or storybook lessons. To this framework is added the particular ditty/storybook being studied, new phonic elements that are being introduced and any other points worthy of note for future use.

RWI in the Foundation Stage

Nursery

Initial sounds from Set 1 are gradually introduced. Focus on picture cards with the initial sound e.g. a, d, s. Speaking and listening is the key drive for literacy acquisition.

Reception

RWI is fully implemented in the Early Years area. The class is split into groups according to the RWI assessment tracker.

Contribution to teaching in other areas

Reading is the key that unlocks the whole curriculum so the ability to efficiently decode is essential.

SEN

SEN pupils are fully involved in RWI lessons as all pupils work in ability groups and teaching is geared to the speed of progress of each group. One-to-one tuition is set up each afternoon to support SEN pupils that are making slower than expected progress.

Gifted and talented

Able pupils are catered for as groups are based on ability and there is the flexibility to accommodate gifted younger pupils within groups of older children. RWI Comprehension (Y2/Y3) and RWI Comprehension Plus (Y5/Y6) support this.

Assessment and recording

Children are assessed throughout every lesson. Every time partner work is used the teacher assesses the progress of the children. The teacher assesses how children

• read the grapheme chart
• read the ‘green’ and ‘red’ word lists
• decode the ditty/story
• comprehend the story

Each group leader is requested to keep a register to identify pupils that are absent or pupils that need extra reinforcement of a particular element that has been covered. One-to-one tuition supports those children who are making slower progress.

Formal assessment is carried out periodically by the RWI manager using the ‘sound and word assessment’ test. This allows for achieving homogeneity within each group and indicates the correct access point for new entrants, as well as those who need to be accelerated further up. It is crucial that a child is placed in the correct group.

Recording may take the form of dictation (hold a sentence), correcting sentences (edit a sentence) and a writing task at the end of each storybook or unit.

Resources

These are listed in the RWI handbooks.

Monitoring and review

The RWI manager:

• Tests all pupils working below level 3 and designates pupils to the correct groups for RWI Phonics.
• Assesses all children at regular intervals
• Assigns leaders to groups
• ‘Drops in’ on RWI groups to give advice and to informally check that pupils are in the correct groups
• Where necessary models lessons
• Regular meetings with TAs to support delivery
• Speaks with the Headteacher regarding groupings, teaching spaces and other pertinent matters
• Is responsible for reporting to the Governors’ curriculum committee about the quality of the implementation of RWI and the impact on standards.