BEAFORD COMMUNITY PRIMARY & NURSERY Academy

Vision for Writing

 

 

 

Early Writing through the Read Write Inc. Approach (EYFS)

The Read Write Inc. (RWI) programme, developed by Ruth Miskin, is a phonics-based literacy programme that aims to foster early reading and writing skills in children. It provides a structured approach that integrates phonics, reading, and writing instruction, laying a strong foundation for literacy. The programme emphasizes decoding words through phonics and developing writing fluency from a young age. Below is an overview of how the Read Write Inc. programme shapes early writing skills in children.

Intent:

The primary intent of incorporating the Read Write Inc. approach in early writing is to establish a systematic and consistent foundation for literacy that builds children’s phonics knowledge and writing confidence. The programme aims to:

• Embed a strong understanding of phonics: By linking sounds (phonemes) to letters (graphemes), children are taught how to write words using the sounds they have learned to decode. This ensures that even young children can begin writing simple words and sentences with confidence.
• Develop writing fluency and spelling accuracy: Early writing in the RWI approach begins by building children’s ability to segment and blend sounds in words, which is then transferred to writing. The programme nurtures spelling accuracy, grammar awareness, and sentence structure from an early age.
• Encourage early independent writing: The programme supports early attempts at writing, allowing children to experiment with writing their own ideas based on the sounds and words they’ve learned, which boosts both creativity and literacy confidence.
• Engage learners with high-quality texts: Through exposure to decodable books and writing activities linked to the texts, RWI provides children with both the reading and writing tools to succeed in early literacy.

Implementation:

The implementation of the Read Write Inc. approach for early writing follows a well-defined structure that blends phonics learning with writing practice. Here’s how it looks in practice:

• Daily phonics sessions: Children participate in daily phonics lessons where they are taught the 44 phonemes of the English language in a structured sequence. This learning is directly linked to their early writing tasks, helping them to segment sounds and apply these in writing.
• "Hold a sentence" technique: As part of the writing process, children are introduced to the "hold a sentence" strategy, where they orally rehearse a sentence, then write it down using their phonics knowledge. This approach reinforces the connection between spoken language, phonics, and written sentences.
• Writing simple sentences and stories: Early writing tasks are scaffolded, starting with copying simple words and sentences, then moving to more independent writing where children write sentences and short stories using the words and sounds they have learned.
• Guided writing activities: Teachers model writing skills through guided practice, where they demonstrate how to form letters, spell words, and construct sentences. These are then practiced independently by the children, building their writing fluency step-by-step.
• Linking reading to writing: The books children read in RWI sessions are used as inspiration for their writing. As children become familiar with decodable texts, they are encouraged to write sentences and short narratives based on these stories. This connection helps reinforce both reading comprehension and writing skills.
• Assessment and feedback: Regular assessments help track children’s progress in both reading and writing. Teachers provide immediate feedback during phonics and writing lessons to ensure that children are consistently applying their phonics knowledge to writing tasks.

Impact:

The impact of the Read Write Inc. approach on early writing is significant, particularly in its ability to support children in becoming confident, independent writers from a young age. Some key impacts include:

• Improved phonics knowledge and application: The systematic teaching of phonics in RWI has a direct and positive impact on children’s ability to write. By consistently applying their knowledge of sounds to writing, children become more accurate in their spelling and more capable of writing independently.
• Enhanced writing confidence and creativity: The RWI approach encourages children to write from the very beginning, even if it starts with simple words or short sentences. This early success builds confidence and a sense of achievement, fostering a love for writing and creativity.
• Stronger sentence construction and grammar: As children advance through the programme, their ability to form coherent sentences and understand basic grammar (e.g., capital letters, full stops) improves. RWI provides a structured way for children to learn how to construct meaningful sentences, preparing them for more complex writing later on.
• Increased writing fluency and stamina: Regular writing practice within the RWI sessions ensures that children develop the stamina needed for longer writing tasks. Over time, children progress from writing single words and short sentences to constructing full paragraphs and short stories with greater ease.
• Closing the attainment gap: The structured, systematic nature of the RWI approach makes it particularly effective in supporting children who may struggle with literacy. By targeting key phonics and writing skills early on, it helps to close gaps in learning, ensuring that all children can develop solid writing skills regardless of their starting point.
• Encouraging a love of writing

 

Our Approach to Writing - Key Stage 1 and Key Stage 2

At Beaford, we are committed to developing confident and creative writers through our engaging writing scheme, Ready, Steady, Write. This approach provides our pupils with a clear and structured pathway to build their writing skills progressively, ensuring they feel supported, inspired, and empowered to become independent writers.

Intent:

The intent of our Ready, Steady, Write approach is to develop fluent, imaginative, and reflective writers. We aim to nurture children’s love for writing while ensuring they have a strong foundation in key writing skills such as grammar, punctuation, and vocabulary. Our goal is for children to be able to write clearly, coherently, and accurately across a range of genres, expressing their ideas effectively for different purposes and audiences. Through this approach, we encourage children to explore their creativity while also understanding the importance of editing and refining their work to improve its quality.

Implementation:

Our writing curriculum is built around a carefully structured sequence of learning that helps children engage deeply with texts and develop their own writing skills through a step-by-step process:

1. Immerse:
   We begin by immersing students in a high-quality key text that relates to the genre or theme being studied. This may include using drama, role play, and discussion to bring the text to life and encourage children to experience the characters, settings, and events. Through these creative activities, students gain a deeper emotional and intellectual understanding of the text, enabling them to think critically about how writers use language to convey meaning.
2. Analyse: Once children are fully engaged with the key text, we guide them to analyse it in detail. They explore the structure, language features, and writing techniques used by the author, with a focus on understanding how these elements contribute to the overall effect of the text. This step is crucial in helping students identify key features of the genre and build a toolkit of strategies that they can apply to their own writing.
3. Plan Our Own Text: With a clear understanding of the model text, children move on to planning their own writing. They use frameworks and scaffolds to organise their ideas, ensuring their work is well-structured and cohesive. Teachers guide pupils to plan creatively while keeping the purpose, audience, and tone in mind.
4. Write and Edit Our Own Text: Pupils then write their own version, applying what they have learned from the key text and their analysis. Throughout the writing stage, pupils are encouraged to use self-assessment and peer feedback to edit and improve their work. They focus on enhancing their use of language, ensuring their writing is clear, and making sure it meets the genre's conventions.

This structured writing process is supported by regular teacher modelling, individual feedback, and opportunities to revisit and refine their writing.

Impact:

Through the Ready, Steady, Write approach, our pupils develop strong writing skills that they can carry through their educational journey. By regularly engaging in immersive reading, critical analysis, structured planning, and reflective editing, children become confident writers who can adapt their writing to different genres and purposes. The impact of our writing approach is evident in the high-quality work produced by pupils, who are able to articulate their thoughts with clarity, creativity, and precision. Ultimately, our pupils leave Beaford with a love for writing and the ability to communicate effectively, ensuring they are well-prepared for the next stage of their education.