‘Read Write Inc’ policy
Aims and objectives
To teach children to:
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.
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
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.
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 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
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.
These are listed in the RWI handbooks.
Monitoring and review
The RWI manager: