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Read Write Inc. Phonics, including Get Writing! and the Curriculum for Excellence

Read Write Inc. matches closely to the Curriculum for Excellence in Scotland

We recommend that children start Read Write Inc. Phonics and Read Write Inc. Get Writing! in P1, completing the programme by the end of P2 where possible. The reading and writing that children complete in P1 and P2 for Phonics and Get Writing! is equivalent to Early and First Level in the Curriculum for Excellence. Please see the information below for a more detailed matching to each objective. Full guidance for teaching the activities in Read Write Inc. is available in the Speed Sounds Lesson

Plans Handbook, Get Writing! Handbook and Phonics Handbook.

Training is vital to ensure your children get the best results using all the Read Write Inc. programmes. It is provided by Ruth Miskin Training: see www.ruthmiskintraining.com

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LISTENING AND TALKING

Early First / Second Read Write Inc. Phonics – reading Read Write Inc. Phonics – Get Writing!

Enjoyment and choice – within a motivating and challenging environment, developing an awareness of the relevance of texts in my life

I enjoy exploring and playing with the patterns and sounds of language, and can use what I learn. LIT 0-01a / LIT 0-11a / LIT 0-20a

I regularly select and listen to or watch texts which I enjoy and find interesting, and I can explain why I prefer certain sources. I regularly select subject, purpose, format and resources to create texts of my choice. LIT 1-01a / LIT 2-01a

Children explore and play with the patterns and sounds of language throughout Phonics, in particular:

Blending using Speed Sounds cards

Blending using magnetic letters

Children use their skills of blending and segmenting sounds to read and spell. They apply what they learn when reading and talking about texts to their own writing compositions.

I enjoy exploring and choosing stories and other texts to watch, read or listen to, and can share my likes and dislikes. LIT 0-01b / LIT 0-11b I enjoy exploring events and characters in stories and other texts, sharing my thoughts in different ways. LIT 0-01c

Children explore stories and share likes and dislikes throughout Phonics, in particular during:

Reading activity 6 Re-read the story and discuss the ‘questions to talk about’

Reading activity 7 Read the story with fluency and expression

Reading activity 8 Answer the questions to ‘read and answer’

Choice of books is usually guided by the teacher in the Phonics programme because it is very systematic and structured whilst children are learning to decode. Teachers wishing to give children more choice can offer closed choices, i.e. from within two or three books from an equivalent level. A variety of fiction and non-fiction readers is available at all levels of Phonics. Teachers can ask for children’s input when choosing wider reading for Storytime and are encouraged to build activities into Storytime that develop children’s talking and listening skills.

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LISTENING AND TALKING

Early First Read Write Inc. Phonics – reading

Tools for listening and talking – to help me when interacting or presenting within and beyond my place of learning

As I listen and talk in different situations, I am learning to take turns and am developing my awareness of when to talk and when to listen. LIT 0-02a / ENG 0-03a

When I engage with others, I know when and how to listen, when to talk, how much to say, when to ask questions and how to respond with respect. LIT 1-02a

Partner work is a key aspect of Phonics, and children work with partners throughout the programme on a variety of activities. Key activities which involve listening and talking are:

Reading activity 3 Listen to the story introduction

Reading activity 6 Re-read the story and discuss the ‘questions to talk about’

Reading activity 8 Answer the questions to ‘read and answer’ There is detailed guidance on classroom management and how to teach children to work effectively with a partner in all of the Read Write Inc. handbooks.

I am exploring how pace, gesture, expression, emphasis and choice of words are used to engage others, and I can use what I learn. ENG 1-03a

Throughout, in particular during:

Reading activity 7 Read the story with fluency and expression

Children are encouraged to take books they have practised reading in school home with them so they can share their best expressive reading with siblings, parents or carers.

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LISTENING AND TALKING

Early First Read Write Inc. Phonics – reading Read Write Inc. Phonics – Get Writing!

Finding and using information – when listening to, watching and talking about texts with increasingly complex ideas, structures and specialist vocabulary

I listen or watch for useful or interesting information and I use this to make choices or learn new things. LIT 0-04a

As I listen or watch, I can identify and discuss the purpose, key words and main ideas of the text, and use this information for a specific purpose. LIT 1-04a

Children explore purpose, key words and main ideas of texts in Phonics, in particular during:

Reading activity 6 Re-read the story and discuss the ‘questions to talk about’

Reading activity 8 Answer the questions to ‘read and answer’.

As I listen or watch, I am learning to make notes under given headings and use these to understand what I have listened to or watched and create new texts. LIT 1-05a

- Children make notes for writing in selected writing activities.

I can select ideas and relevant information, organise these in a logical sequence and use words which will be interesting and/or useful for others. LIT 1-06a

Children structure responses orally during the reading activities.

In the writing activities, children compose texts orally first and then for writing, in particular during:

Activity 6 Build a sentence

Activities 8 and 9 Composition

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LISTENING AND TALKING

Early First Read Write Inc. Phonics – reading Read Write Inc. Phonics – Get Writing!

Understanding, analysing and evaluating – investigating and/or appreciating texts with increasingly complex ideas, structures and specialist vocabulary for different purposes

To help me understand stories and other texts, I ask questions and link what I am learning with what I already know. LIT 0-07a / LIT 0-16a / ENG 0-17a

I can show my understanding of what I listen to or watch by responding to and asking different kinds of questions. LIT 1-07a

In Reading activity 3 Listen to the story introduction, children are encouraged to connect themes and ideas from the story to what they already know. Children also explore the themes and ideas from texts during:

Reading activity 6 Re-read the story and discuss the ‘questions to talk about’,

Reading activity 7 Read the story with fluency and expression

Reading activity 8 Answer the questions to ‘read and answer’

There are equivalent activities for the non-fiction texts, encouraging children to explore the facts and information that they have just read.

To help me develop an informed view, I am learning to recognise the difference between fact and opinion. LIT 1-08a

‘Questions to read and answer’ are split into ‘Find it’ and ‘Prove it’ questions. ‘Find it’ questions can be found directly in the text, whereas for ‘Prove it’ questions children find evidence and then explain why. The non-fiction readers give teachers an opportunity to explore the differences between fiction and non-fiction more fully.

Children write fiction and non-fiction texts for a range of purposes. Children are always encouraged to explore and build their ideas orally with a partner and/or the teacher before they write.

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LISTENING AND TALKING

Early First Read Write Inc. Phonics – reading Read Write Inc. Phonics – Get Writing!

Creating texts – applying the elements others use to create different types of short and extended texts with increasingly complex ideas, structures and vocabulary

Within real and imaginary situations, I share experiences and feelings, ideas and information in a way that communicates my message. LIT 0-09a

When listening and talking with others for different purposes, I can exchange information, experiences, explanations, ideas and opinions, and clarify points by asking questions or by asking others to say more. LIT 1-09a

A range of reading activities encourage children to share their opinions with their partners, in particular:

Reading activity 6 Re-read the story and discuss the ‘questions to talk about’

Reading activity 8 Answer the questions to ‘read and answer’

Children write fiction and non-fiction texts for a range of purposes, linked to the story or non-fiction text they have recently read. Children are always encouraged to explore and build their ideas orally with a partner and/or the teacher before they write. In Get Writing! there are ‘power words’ for every activity. These are ambitious words which the teacher models using in the context of sentences. Each lesson plan has suggestions for Power words, Say the sentence and Write the sentence activities, which help to embed ambitious new words in children’s spoken and written vocabulary.

I enjoy exploring events and characters in stories and other texts and I use what I learn to invent my own, sharing these with others in imaginative ways. LIT 0-09b / LIT 0-31a

As I listen and take part in conversations and discussions, I discover new words and phrases which I use to help me express my ideas, thoughts and feelings. LIT 0-10a

I can communicate clearly when engaging with others within and beyond my place of learning, using selected resources as required. LIT 1-10a

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READING

Early First Read Write Inc. Phonics – reading Read Write Inc. Phonics – Get Writing!

Enjoyment and choice – within a motivating and challenging environment, developing an awareness of the relevance of texts in my life

I enjoy exploring and playing with the patterns and sounds of language and can use what I learn. LIT 0-01a / LIT 0-11a / LIT 0-20a

I regularly select and read, listen to or watch texts which I enjoy and find interesting, and I can explain why I prefer certain texts and authors. LIT 1-11a / LIT 2-11a

Children explore and play with the patterns and sounds of language throughout Phonics, in particular:

Blending using Speed Sounds cards

Blending using magnetic letters

Children use their skills of blending and segmenting sounds to read and spell.

I enjoy exploring and choosing stories and other texts to watch, read or listen to, and can share my likes and dislikes. LIT 0-01b / LIT 0-11b

Children explore stories and share likes and dislikes throughout Phonics, in particular during:

Reading activity 6 Re-read the story and discuss the ‘questions to talk about’

Reading activity 7 Read the story with fluency and expression

Reading activity 8 Answer the questions to ‘read and answer’

Choice of books is usually guided by the teacher in the Phonics programme because it is very systematic and structured whilst children are learning to decode. Teachers wishing to give children more choice can offer closed choices, i.e. from within two or three books from an equivalent level. A variety of fiction and non-fiction readers is available at all levels of Phonics. Teachers can also ask for children’s input when choosing wider reading for Storytime.

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READING

Early First Read Write Inc. Phonics – reading

Tools for reading – to help me use texts with increasingly complex or unfamiliar ideas, structures and vocabulary within and beyond my place of learning

I explore sounds, letters and words, discovering how they work together, and I can use what I learn to help me as I read and write. ENG 0-12a / LIT 0-13a / LIT 0-21a

I can use my knowledge of sight vocabulary, phonics, context clues, punctuation and grammar to read with understanding and expression. ENG 1-12a

Children are fully prepared for the story before reading, through the following activities:

Reading activity 1 Practise reading the Speed Sounds

Reading activity 2 Read the Green, Red and Challenge words

Reading activity 3 Listen to the story introduction

Reading activity 4 Discuss the vocabulary check Children practise reading with understanding and expression during Reading

activity 7 Read the story with fluency and expression.

Children are encouraged to use phonic strategies to work out words as they

read. Red words – high frequency words with a low frequency grapheme – are

taught as words children need to learn to recognise. In the earlier levels they

are printed in red so children know they have to ‘stop and think’ about these

words. In the later books, as children gain confidence, the red words are

printed in black.

I am learning to select and use strategies and resources before I read, and as I read, to help make the meaning of texts clear. LIT 1-13a

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READING

Early First Read Write Inc. Phonics – reading Read Write Inc. Phonics – Get Writing!

Finding and using information – when reading and using fiction and non-fiction texts with increasingly complex ideas, structures and specialist vocabulary

I use signs, books or other texts to find useful or interesting information and I use this to plan, make choices or learn new things. LIT 0-14a

Using what I know about the features of different types of texts, I can find, select, sort and use information for a specific purpose. LIT 1-14a

Children find and use information throughout Phonics, in particular during:

Reading activity 6 Re-read the

story (or non-fiction text) and

discuss the ‘questions to talk

about’

Reading activity 8 Answer the

questions to ‘read and answer’

The ‘Questions to read and answer’ are split into ‘Find it’ and ‘Prove it’ questions. ‘Find it’ questions can be found directly in the text, whereas for ‘Prove it’ questions children find evidence and then explain why.

I am learning to make notes under given headings and use them to understand information, explore ideas and problems and create new texts. LIT 1-15a

- Children make notes for writing in selected writing activities. They write fiction and non-fiction texts in a range of genres linked to the stories and non-fiction texts they have recently read.

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READING

Early First Read Write Inc. Phonics – reading Read Write Inc. Phonics – Get Writing!

Understanding, analysing and evaluating – investigating and/or appreciating fiction and non-fiction texts with increasingly complex ideas, structures and specialist vocabulary for different purposes

To help me understand stories and other texts, I ask questions and link what I am learning with what I already know. LIT 0-07a / LIT 0-16a / ENG 0-17a

To show my understanding across different areas of learning, I can identify and consider the purpose and main ideas of a text. LIT 1-16a

Children locate information and consider the purpose and main ideas of a text throughout Phonics, in particular during:

Reading activity 6 Re-read the

story (or non-fiction text) and

discuss the ‘questions to talk

about’

Reading activity 8 Answer the

questions to ‘read and answer’

The Get Writing! Handbook has detailed guidance for developing children’s oral language comprehension in the key areas of Storytime, Talk through the day and Talk and writing through play. The following Storytime activities in particular develop children’s understanding of stories:

What if not? – imagining how changing one event or character in the story would have a dramatic effect on the story

Quiz the character – questioning teacher in role

Grow a setting – forming and answering questions for each other in role

To show my understanding, I can respond to different kinds of questions and other close reading tasks and I am learning to create some questions of my own. ENG 1-17a

I enjoy exploring events and characters in stories and other texts, sharing my thoughts in different ways. LIT 0-19a

To help me develop an informed view, I can recognise the difference between fact and opinion. LIT 1-18a

The non-fiction readers in particular give teachers an opportunity to explore the differences between fiction and non-fiction.

I can share my thoughts about structure, characters and/or setting, recognise the writer’s message and relate it to my own experiences, and comment on the effective choice of words and other features. ENG 1-19a

Children share ideas about texts in particular during:

Reading activity 6 Re-read the story (or non-fiction text) and discuss the ‘questions to talk about’

Reading activity 8 Answer the questions to ‘read and answer’

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READING

Early First Read Write Inc. Phonics – reading Read Write Inc. Phonics – Get Writing!

Enjoyment and choice – within a motivating and challenging environment, developing an awareness of the relevance of texts in my life

I enjoy exploring and playing with the patterns and sounds of language and can use what I learn. LIT 0-01a / LIT 0-11a / LIT 0-20a

I enjoy creating texts of my choice and I regularly select subject, purpose, format and resources to suit the needs of my audience. LIT 1-20a

Children explore and play with the patterns and sounds of language throughout Phonics, in particular:

Blending using Speed sounds cards

Blending using magnetic letters

Choice is usually guided by the teacher during the Phonics and Get Writing! programmes because they are very structured and systematic. In the Get Writing! activities, children write in a range of genres so teachers can offer ‘closed choices’ between different activities and books at an equivalent level. There are non-fiction texts as well as stories at each level to provide a choice of reading and writing material.

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Early First Read Write Inc. Phonics – Get Writing!

Tools for writing – using knowledge of technical aspects to help my writing communicate effectively within and beyond my place of learning

I explore sounds, letters and words, discovering how they work together, and I can use what I learn to help me as I read or write. ENG 0-12a / LIT 0-13a / LIT 0-21a

I can spell the most commonly-used words, using my knowledge of letter patterns and spelling rules and use resources to help me spell tricky or unfamiliar words. LIT 1-21a

In Get Writing! children write fiction and non-fiction texts in a variety of

genres, linked to their recent reading. The core activities are:

Writing activity 1 Play ‘Fred Rhythms’ to learn to spell the words –

encoding

Writing activity 2 Play ‘Fred Fingers’ to memorise the spelling –

encoding

Writing activity 3 Carry out a spelling check – encoding

Writing activity 4 Take a spelling test – encoding

Writing activity 5 Hold a sentence – encoding

Writing activity 6 Build a sentence – language comprehension and

encoding

Writing activity 7 Edit for spelling and punctuation – language

comprehension and encoding

Writing activity 8 Composition: Picture prompts – language

comprehension and encoding

Writing activity 9 Composition – language comprehension and

encoding

As I play and learn, I enjoy exploring interesting materials for writing and different ways of recording my experiences and feelings, ideas and information. LIT 0-21b

I can write independently, use appropriate punctuation and order and link my sentences in a way that makes sense. LIT 1-22a

Throughout the writing process, I can check that my writing makes sense. LIT 1-23a

I can present my writing in a way that will make it legible and attractive for my reader, combining words, images and other features. LIT 1-24a

Children experiment with a variety of layouts and genres in Get Writing! There is detailed guidance for teaching handwriting in the Get Writing! Handbook and on the CD-ROM.

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WRITING Early First Read Write Inc. Phonics – Get Writing!

Organising and using information – considering texts to help create short and extended texts for different purposes

I am learning to use my notes and other types of writing to help me understand information and ideas, explore problems, generate and develop ideas or create new text. LIT 1-25a

In Get Writing! children write fiction and non-fiction texts in a variety of

genres, linked to their recent reading. The core activities are:

Writing activity 1 Play ‘Fred Rhythms’ to learn to spell the words –

encoding

Writing activity 2 Play ‘Fred Fingers’ to memorise the spelling –

encoding

Writing activity 3 Carry out a spelling check – encoding

Writing activity 4 Take a spelling test – encoding

Writing activity 5 Hold a sentence – encoding

Writing activity 6 Build a sentence – language comprehension and

encoding

Writing activity 7 Edit for spelling and punctuation – language

comprehension and encoding

Writing activity 8 Composition: Picture prompts – language

comprehension and encoding

Writing activity 9 Composition – language comprehension and

encoding

Children use notes in particular for activities 8 and 9.

Within real and imaginary situations, I share experiences and feelings, ideas and information in a way that communicates my message. LIT 0-26a

By considering the type of text I am creating, I can select ideas and relevant information, organise these in a logical sequence and use words which will be interesting and/or useful for others. LIT 1-26a

Creating texts – applying the elements which writers use to create different types of short and extended texts with increasingly complex ideas, structures and vocabulary

I can convey information, describe events or processes, share my opinions or persuade my reader in different ways. LIT 1-28a / LIT 1-29a

I can describe and share my experiences and how they made me feel. ENG 1-30a

I enjoy exploring events and characters in stories and other texts and I use what I learn to invent my own, sharing these with others in imaginative ways. LIT 0-09b / LIT 0-31a

Having explored the elements which writers use in different genres, I can use what I learn to create my own stories, poems and plays with interesting structures, characters and/or settings.

ENG 1-31a