Read Write Inc. is the Phonics and Literacy programme that we use across the school to maximise reading and writing results.

Read Write Inc. programmes combine into a complete literacy programme which we run from the moment new pupils arrive in our Nursery, until they leave us at the end of Year 6 at the age eleven.  These programmes are designed to stimulate and challenge children’s thinking and create enthusiastic, life-long readers and writers in them all.

We recognise that children who read a lot are successful at school. Reading enriches their vocabulary, their grammar, their writing and their spelling. The more quickly they learn to read, the more they want to read and the more they understand; the less they struggle with spelling, the more capacity they have for writing what they want to say.

Importantly, if they read and write fluently, they can draw ideas together – a key skill for effective learning at any age. Teaching children to read – and keeping them reading – are the two things that will make the biggest difference to their future.

The five key principles of all the Read Write Inc. programme are: Participation, Praise, Pace, Purpose and Passion

Broken down this means that children:

  • actively participate in each lesson through partner work
  • that praise is paramount for success
  • the pace of the lessons move the children on as quickly as possible
  • each activity within a lesson has a very clear purpose
  • the teachers at Red Oak are passionate about teaching reading and writing


What to expect in RWI Phonics

Throughout the week the children participate in variety of enriching activities. Each day they practice their speed sounds, and read green and red words, as well as speed words, they read the story book associated with their writing activity and have to answer questions about the story. There are regular vocabulary checks through the week to ensure that the children understand the new and rich vocabulary they are expected to use. They also practise reading with fluency and expression. During the writing part of RWI Phonics children regularly carry out a spelling check, edit work for spelling and punctuation, hold sentences (dictation), and build sentences. Towards the end of the week children write a composition based on picture prompts. Every Friday the children do an extended piece of writing based on the skills they have focused on that week.

RWI Literacy and Language

The Literacy and Language programme runs from Year 3- Year 6. There are 6 units of work per year, broken down into roughly two per term.  Each unit starts with a fiction reading focus, then a fiction writing focus and finally reading and writing non-fiction.


What to expect in Literacy and Language

For each fiction reading focus the children hear and read three versions of the story, a bare bones version, a more detailed version and finally the full version. At this stage of the programme children make predictions about what to expect in the story, answer questions about the text and focus their attention on the subtleties and nuances of the stories.

For each fiction writing focus the children build up their writing skills through a three-stage process. Initially they mirror the writing through drafting and revising their own writing, and then through role play, partner work, children build on these story frameworks by adding their own ideas, developing sentences and planning their own plots and scripts.

There are 5 core activities throughout the Literacy and Language programme:

  • word power- powerful and evocative vocabulary is explained, explored and used before children encounter it in the texts.
  • think and link- the children are encouraged to question what they are reading and make links to their wider reading experiences.
  • what if not- this gives the children the chance to speculate on how the story might change under different circumstances.
  • build a sentence- this is used to build a vivid and engaging description through teacher modelling.
  • jump in- this is an opportunity for children to use the power words and special phrases accurately in their own reading and writing.

During the non- fiction reading and writing focus children are expected to look at the different audiences, purposes, styles and forms. They follow a three-stage deconstruction process which reveals the conventions of different text types, building up to the children writing a similar text type.