Read Write Inc.: Red Word Cards (READ WRITE INC PHONICS)

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Selecting words for instruction in groups or clusters will enrich learning and increase the number of words that can be taught in a lesson. Beginning at the start of kindergarten, teachers should introduce Red Word instruction at the onset of phonics instruction and plan to teach high-frequency words that they will encounter regularly in grade-level text. Children in Early Years are introduced to initial sounds. Children then begin to learn how to 'read' the sound in words and how those sounds be can be written down. As children progress, they follow the same format as Early Yearsbut will work on complex sounds and read books appropriate to their reading level. Daily sessions of RWI phonics last 30 minutes. Once children become fluent speedy readers they will move on to the RWI Spelling programme.

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. IMSE uses the term Red Word because the visual color red reminds students that these words are irregular. Lists of these words can be found on the Dolch List, Fry Instant Words, or in the index of many decodable readers.

Set 3 Individual Sound Sheets

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. Learn to write and form the letters/letter groups which represent the 44 sounds with the help of fun phrases

Hold a sentenceis an activity that encourages children to remember a whole sentence while focusing on spelling and punctuation. The approach is based on the Orton-Gillingham methodology and focuses on explicit, direct instruction that is sequential, structured, and multi-sensory.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. 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. You may have heard your child talking about ‘ hold, edit or build a sentence’. It may be helpful for the student to see the unexpected spelling(s) highlighted in red and to count how many irregular spellings the word contains. 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.