Infinity Academies Trust
Phonics
Read Write Inc (RWI)
The children are put into RWI groups based on the sounds they already know and how they apply their phonetic knowledge. We teach phonics every day for 30 minutes. In RWI there are three sets of sounds. Set 1, set 2 and set 3.
Set 1:
Set 2:
Set 3:
Below is a glossary of RWI vocabulary.
| Word | Meaning |
| Speed sounds | When we practise the sounds at speed. The children look and say the sounds written on the different flashcards. |
| Green words | Words that contain sounds the children have been taught. This means they can Fred talk the word and blend it to read it. |
| Fred talk | Fred is a green frog who can only speak in sounds. E.g c-a-t |
| Blend | After we have Fred talked a word we put the sounds together to say the complete word. |
| Red words | These are tricky words that cannot be sounded out with Fred talk because they do not following the spelling rules. E.g 'the' |
| Magnet eyes | This is a signal for the children to look at their teacher |
| My turn, your turn | The teacher point to their chest to signal it is their turn to talk. The teacher stretches their hand out to indicate to the children it is their turn to repeat what has been said. |
| Nonsense words/alien words | Words that are not real word but allow children to practise Fred talking and blending sounds. |
| Stretchy sounds | Sounds that are stretched when we teach them. E.g 'mmmmm' |
| Bouncy sounds | Some sounds are bounced when we teach them E.g 'a-a-a-a-a' |
| Pure sounds | When you say the true sound the letter makes without putting 'uh' at the end. E.g 'mmm' not 'muh' |
| Segmenting | This word describes what we do when we verbally Fred talk a word to help us identify the sounds it is made of so we can write them down and spell the word. |
| Fred fingers | When we are segmenting a word, we match each sound to a finger and press the finger as we say the sound to help us remember how many sounds we will need to write. |
| Fluency | We say a child or adult who reads with fluency is someone who reads aloud at a pace that flows. They are not having to stop and Fred talk all of the time and they do not read from word to word too slowly or with pauses. |
| Hold a sentence | The teacher tells the children what sentence they want them to write. The teacher says it five to six times and the children repeat it before sitting down to write it. This helps children practise what a sentence sounds like. It also helps develop their memory for remembering sentences they compose. |
| Phoneme | The smallest unit of sound in a word. |
| CVC | A single syllable three-letter word that follows the pattern of consonant, vowel, consonant. It refers to words with a consonant phoneme, a vowel phoneme and then a consonant phoneme - it is not referring to letters. Therefore hot, bed, boat and ship are all CVC words, but cow and toy are not. |
| Grapheme | A symbol (or group of letters) that represents a sound (phoneme). Some graphemes can carry the sound of a variety of different phonemes and the same is true vice versa. |
| Diagraph | A group of two successive letters that represents a single sound or phoneme, such as: ch (church), sh (shoe), th (then). |
| Trigraph | A group of three letters representing one sound (one phoneme), for example: igh, ear, air |
| Split diagraph | A digraph that is split by a consonant. Usually a long vowel sound, e.g. 'a-e' (cake), 'i-e' (five), 'o-e' (code), 'e-e' (sphere) and 'u-e' (rule). |