Read Write Inc. Phonics: Red Word Cards (Read Write Inc. Phonics Second Edition)

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When we encounter familiar words (i.e. sight words), our brains can recognize them in less than 1/20 th of a second. Skilled readers can recognize words accurately and automatically when reading, making decoding effortless and improving fluency and comprehension. The approach is based on the Orton-Gillingham methodology and focuses on explicit, direct instruction that is sequential, structured, and multi-sensory. Read Write Inc (RWI) is a phonics based englishprogramme which helps allchildren learn to read fluently and at speed so they can focus on developing their skills in comprehension, vocabulary and spelling. The programme is designed for children aged 4-7. However some children will need to access this programme beyond the age of 7 to meet individual needs. Improving Mathematics in the Early Years and Key Stage 1 summary of recommendations by the Education Endowment Foundation Participation– ensure every child participates throughout the lesson. Partnership work is fundamental to learning

Purpose– know the purpose of every activity and share it with the children, so they know the onething they should be thinking about These words will also complement their concept learning and provide more options for sentence construction and spelling. Although there are no absolute requirements for choosing the first dozen Red Words in kindergarten, most teachers are very familiar with the most commonly encountered words. Review and practiceSo, building the student’s sight word bank is a primary goal. For this to happen, students need good research-based instruction and ample opportunities for review and practice. Here are some Red Word essentials. Adopt an evidence-based instructional sequence The following video is an example of blending sounds with Fred. https://www.youtube.com/watch?v=dEzfpod5w_Q

Red Word instruction is an essential part of the weekly Orton-Gillingham lessons. Irregular words make up a large percentage of words that students encounter in their reading and writing, making it essential to include them in daily practice to enhance automatic word recall. Selecting words for instruction in groups or clusters will enrich learning and increase the number of words that can be taught in a lesson. The teacher confirms (or corrects) the responses as the correct letters are written. The teacher draws a comparison to sounds that are expected (represented by a matched phoneme-in this word, the /d/) or unexpected (irregular spelling-in this word, the oe represents /ŭ/ and s represents /z/).At the onset of the introduction of a new Red Word, the teacher takes the time to analyze the word for irregular spellings. To emphasize this, the teacher will ask the student to identify how many and which sounds they hear in the word. However, to ensure that this is occurring, the review and practice step needs to be considered an essential part of Red Word learning. Practice definitely makes perfect here! An important component of Orton Gillingham approach is the practice of red words. For those unaware, ‘Red Words’ are the non-phonetic words, meaning that they don’t follow the usual phonics rules. Red words are generally called ‘Sight Words’. Instead of stopping to decode these words, students are taught to recognize them immediately “by sight,”