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Helping Children to Read. Food for thought …. Does your child see you read? Does your child see you write? Do you scribe for them…? You teach by being a role model to your child…. +. Good word recognition, good language comprehension. Good language comprehension,

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Food for thought
Food for thought …

  • Does your child see you read?

  • Does your child see you write?

  • Do you scribe for them…?

    • You teach by being a role model to your child…


Good word recognition,

good language


Good language


poor word recognition




Word recognition

Poor word recognition,

poor language


Good word recognition,

poor language


Barking at print.

Language comprehension


Building Blocks.

ComprehensionMultisyllabic wordsReading fluencyVocabularyBlending & segmentingAlphabetic codePhoneme awareness Left to right trackingAwareness of printVisual discriminationMusic & MovementMemory Listening skills

Phonological awareness a gradual and sequential process
Phonological Awareness A gradual and sequential process.

  • Ability to manipulate units of oral language.

  • Rhyming words, syllables.

  • Clap out the number of syllables in a word,

  • Alliteration

Phonemic awareness
Phonemic Awareness

  • Word level – Hear distinct speech sounds.

  • Must orally discriminate and articulate.

  • Precursor to ability to map speech sounds onto print.

  • Say it, then read!!!

Complex alphabetic code
Complex Alphabetic Code

  • Most complicated language in the world.

  • 44 speech sounds but only 26 letters.

  • 150+ letter combinations.

  • Same letters used for different

    sounds. Same sound spelled


Complex alphabetic code1
Complex Alphabetic Code

  • Digraphs: Two letters one sound

  • Sh ng wh th ch nk qu ck

  • Vowel Digraphs:

  • ay ee ar oy

  • Adjacent Consonants:

  • Sp st s sl tr sm cr pl

Rwi simple approach
RWI Simple Approach

  • RWI starts with a simple code.

  • One way to read/write each of the 44 sounds.

  • Some spellings incorrect but phonetically plausible.

It s all so confusing
…It’s all so confusing!

play mayk trayn cafay strayt wayt brayk

green dreem kee hee happee

light kight fligh Igh igh tigh

blow smowk flowt gow mowst

moon broot bloo groo


Consonants: stretchy

Consonants: bouncy

Vowels: bouncy

Vowels: stretchy

Set 1 sounds

Set 2 sounds

Fred talk blending
Fred Talk – Blending.

  • Children learn simple sounds.

  • Need to be able to blend them together.

    • Left to right

    • Secure sound : letter mapping.

    • Alien words.

  • Need to pronounce sounds clearly.

  • Use exaggeration.

Fred talk

  • Beach

  • Storm

  • three

  • Shelf

  • Think

  • String

  • Sprint

    A structured approach

    to teaching sounds


  • Use Fred Talk at home:

  • Final word in sentence:

    …Would you like or h.a.m

    … It’s time for b.e.d

    … Can you pass me the p.e.n

Fred fingers
Fred Fingers

  • Children convert a whole word they hear into sounds.

  • They put sounds they hear onto their fingers...

  • We call this Fred Fingers


Teaching set 3 sounds
TeachingSet 3 sounds.

  • Complex alphabetic code.

  • Same sound, different spelling.

  • Teaching split vowel sounds – special friends.

Green and red words

  • Not all words are nice and easy to sound.

  • RWI highlights these to children.

  • Green words = regular sand, hat, much

  • Redwords = have a grotty grapheme

    • the, said, want, was.

Reading focus
Reading Focus

  • Blending: Complex alphabetic code, syllables..

  • Understand text - Literal responses.

    - Find it, prove it.

    - Inference and deduction.

  • Language – Impact on reader.

  • Storyteller voice.

Read the passageThe cat ¥at¶µd the ¥it¶. The ¥it¶ drδββµΓ a sliюя n¥t into a big ca~ldr(ų.He cδ~ld sµµ a smülµ on the faðµ of the ¥it¶..Use context, prior knowledge.

Let’s Talk Vocabulary

  • Tight link between academic success and number of words spoken to child by parents up to age of 3.

  • Constant chatter, build on child’s speech, asking questions, constant praise, approx 1,000 stories.

Reading and writing activities
Reading and Writing Activities.

  • Use of forced alternatives:

    Did you feel grumpy or miserable?

  • “Did he scoff or munch his lunch?”

  • “Will he creep away or sneak off?”

    Build comprehension skills by asking children to ‘Find it… Prove it…

    Why does …’ ‘What do you think…’


  • Use these prompts to at the end of each page or paragraph:

What is that character thinking

What is happening in


part of the story?

What do you think

happens next?

What is that character saying?

What do you think that

character is feeling now?


  • Read lots and lots at home.

  • Use blending and segmenting skills and use the pictures to help guide them.

  • Left to right tracing and asked to find individual words.

  • Reading should be enjoyable.

    • Understand it - able to talk about it

    • Reading diaries, your comments valued.


    (RWI resources are published by

    Oxford University Press)

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