At Littlemoor phonics is taught according to the Read Write Inc (R.W.I) programme. R.W.I is an inclusive literacy programme for all children in EYFS and KS1 who are learning to read. Children learn the 44 common sounds in the English language and how to blend them to read and spell. The scheme includes both a reading and a writing focus.  


At Littlemoor, we know that reading is the key that unlocks the whole curriculum so the ability to efficiently decode is essential. The R.W.I sessions occur each day as the continuity and pace of the programme is key to accelerating the progress of children’s reading development. We want all our children to be successful early readers in order to develop their reading skills.  

 We aim to teach children to:  

  • Apply the skill of blending phonemes in order to read words.  
  • Segment words into their constituent phonemes in order to spell words.  Learn that blending and segmenting words are reversible processes.  
  • Read high frequency words that do not conform to regular phonic patterns.  
  • Read texts and words that are within their phonic capabilities as early as possible.  
  • 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.  


This is based on the 5 Ps.  

Praise – Children learn 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!  

Participation – A strong feature of R.W.I lessons is partner work and the partners ‘teaching’ each other (based on research which states that we learn 70% of what we talk about with our partner and 90% of what we teach).   


Pupils work within ability groups which are defined by their performance on R.W.I assessments. Pupils are assessed every half term and the groups are reorganised accordingly. 

Delivery of Phonics

  • Initial sounds are to be taught in a specific order. 
  • Sounds taught should be ‘pure’ ie ‘b’, not ‘buh’ as this is central to phonic teaching and ability to recognise sounds in words. 

We use pure sounds (‘m’ not’ muh’,’s’ not ‘suh’, etc.) so that your child will be able to blend the sounds into words more easily.  

We use a puppet called Fred who is an expert on sounding out words! we call it, ‘Fred Talk’. E.g. m-o-p, c-a-t, m-a-n, sh-o-p, b-l-a-ck.  

  • Blends are to be declustered. E.g. bl is two specific sounds.  
  • Children are to be taught that the number of graphemes in a word always corresponds to the number of phonemes. This greatly aids spelling.  
  • Set 2 sounds are to be taught after Set 1 (initial sounds)  Letter names are to be introduced with Set 3.  

Before you start to teach your child, practise saying the sounds below. These are the sounds we use to speak in English.  

Phonics is taught daily from Autumn term for 20 minutes led by the teacher and TA.  The children are introduced to all of the sounds in set 1 as outlined below. They learn to recognise the sound in words, say the sounds and learn all of the handwriting phrases. The children play listening and rhyme games and match the initial sounds to pictures.  

m  Down Maisie then over the two mountains. Maisie, mountain, mountain.  
aRound the apple, down the leaf.  
sSlide around the snake  
dRound the dinosaur’s back, up his neck and down to his feet.  
tDown the tower, across the tower.
iDown the insect’s body, dot for the head.  
nDown Nobby and over the net.  
pDown the plait, up and over the pirates face.  
gRound the girl’s face, down her hair and give her a curl  
oAll around the orange  
cCurl around the caterpillar  
kDown the kangaroo’s body, tail and leg  
uDown and under the umbrella, up to the top and down to the puddle  
bDown the laces, over the toe and touch the heel  
fDown the stem and draw the leaves  
eSlice into the egg, go over the top, then under the egg  
lDown the long leg  
hDown the horse’s head to the hooves and over his back  
shSlither down the snake, then down the horse’s head to the hooves and over his back  
rDown the robot’s back, then up and curl  
jDown his body, curl and dot  
vDown a wing, up a wing  
yDown a horn, up a horn and under the yak’s head.  
wDown, up, down, up the worm.  
thDown the tower, across the tower, then down the horse’s head to the hooves and over his back  
zZig-zag-zig, down the zip.  
chCurl around the caterpillar, , then down the horse’s head to the hooves and over his back  
quRound the queen’s head, up to her crown, down her hair and curl
xCross down the arm and leg and cross the other way  
ngA thing on a string  
nkI think I stink  

Children will also use pictures for each sound to help recognise the sound and then form the shape of the sound.  

By the end of nursery all of the children will have been introduced to these sounds. We expect the children to be able to recognise these sounds in words and pronounce them correctly.  

Phonics is taught 5x a week for 20/30 minutes in ability groups led by Teacher or TA  

In Reception all children will learn how to ‘read’ the sounds in words and how those sounds can be written down.  

The children will continually recap set 1 sounds but also be introduced to set 2 sounds as outlined below. Some children who are confident with set 2 sounds will be introduced to set 3 sounds.  

Long Vowel SoundSet 2 Speed Sound cards 
Teach these first  
Set 3 Speed Sound cards  Set 3 Speed Sound cards  
ayay: may I play  a-e: make a cake  ai: snail in the rain  
eeee: what can you see  ea: cup of tea  e: he me we she be
ighigh: fly high  i-e: nice smile  
owow: blow the snow  o-e: phone home  ao: goat in a boat  
oooo: poo at the zoo  u-e: huge brute  ew: chew the stew  
oooo: look at a book  
arar: start the car  
oror: shut the door  aw: yawn at dawn  
airair: that’s not fair  are: share and care  
irir: whirl and twirl  ur: nurse for a purseer: a better letter  
ouou: shout it out  ow: brown cow  
oyoy: toy for a boy  oi: spoil the boy  
ireire: fire fire!  
earear: hear with your ear  
ureure: sure it’s pure?  
  • learn 44 sounds and the corresponding letters/letter groups using simple picture prompts – see below  
  • learn to read words using Fred talk and sound blending  
  • read from a range of storybooks and non-fictions books matched to their phonic knowledge  
  • work well with partners  
  • develop comprehension skills in stories by answering ‘Find It’ and ‘Prove It’ discussion questions  
  • learn to write and form the letters/letter groups which represent the 44 sounds with the help of fun phrases  
  • learn to write words by using Fred Talk  
  • learn to build sentences by practising sentences out loud before they write   
  • They work in pairs so that they: answer every question  
  • practise every activity with their partner  
  • take turns in talking and reading to each other  
  • develop ambitious vocabulary   Nonsense words (Alien words)   

As well as learning to read and blend real words children will have plenty of opportunities to apply their sound recognition skills on reading ‘Nonsense words’.    

All children will be able to recognise, read and write set 1 sounds.  

All children will be able to blend and segment set 1 sound  

The large majority of children will recognise, read and write set 2 sounds Some children will be able to blend and segment set 2 sounds Some children will be able to recognise and read set 3 sounds.  

Children follow the same format as Reception but will work on complex sounds and read books appropriate to their reading level. Daily sessions of RWI phonics last for one hour.   

In year 1 Children will then be challenged to use their developing phonic knowledge to write short sentences.  

Within all the books children will have red and green words to learn to help them to become speedy readers. Red words are words that are not easily decodable and challenge words to extend children’s vocabulary. Green words are linked to the sounds they have been learning and are easily decodable.  

Dots and dashes represent the sound each letter makes.  

Once the children have been introduced to, and taught, these words in school we will send them home to use and to continue practising.  

During the RWI session children will read the book three times and at each new reading they will have plenty of opportunities to practise using their developing comprehension skills. They will also ‘hold, edit or build a sentence’.  Hold a sentence is an activity that encourages children to remember a whole sentence while focusing on spelling and punctuation.  

Build a sentence is to give children the opportunity to create their own sentence to that shows the meaning of a word and edit a sentence allows the children to critique a sentence using their knowledge of spelling punctuation and grammar. Children complete a longer piece of independent writing, which gives them the opportunity to show off their creativity and to practice their spelling, grammar and punctuation.  

Phonics is taught 5x a week for 1 hour in different ability groups led by the teacher or TA.  

The large majority of children will recognise, read and write set 1, 2 and 3 sounds  

The large majority of children will blend and segment set 1, 2, and 3 sounds to form words. 

The large majority of children will be able to apply their phonics knowledge to read or write a sentence.  

We expect at least 80% of Y1 children to pass the Y1 phonics screening check at the end of the year. 

Phonics is taught 5 x weekly for the children as well as English.  

As/if needed crossing over with Reception/Yr1 and Yr2 

YN/YR Half termly phonics checks are carried out. The results of which will determine the ability groupings. These ability groupings are flexible.  

Y1 Termly phonics screening checks are carried out.  

In Y1 children who have not reached the expected standard in each screening test will be placed in an intervention group led by a TA.  

SEN Pupils

SEN pupils are fully involved in R.W.I. lessons as all pupils work in ability groups and teaching is geared to the speed of progress of each group. 1:1 tuition will be identified by the English lead if required.   

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

  • Read the grapheme chart   
  • Read the green and red word lists   
  • Decode the ditty/story   
  • Comprehend the story  

Formal assessment is carried out every half term by the English lead using the R.W.I. assessments. This allows for achieving homogeneity within each group and indicates the correct access point for new entrants.  

Monitoring and Review

The English lead will:  

  • Assess all EYFS/KS1 pupils and designates pupils to the correct groups.   
  • Coaches R.W.I teachers and check that pupils are in the correct groups   
  • Attends up-date meetings when they occur and reports back to the R.W.I teachers.   
  • Speaks with the Head teacher regarding groups and a 1-1 “hot list” of pupils needing help to ‘keep up’.  
  • Is responsible for reporting to the Headteacher/governors about the quality of the implementation of R.W.I and the impact on standards.   

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