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. Before you start to teach your child, practise saying the sounds below. These are the sounds we use to speak in English. The following video is an example of blending sounds with Fred. https://www.youtube.com/watch?v=dEzfpod5w_Q Watch ‘ Read Red Words 1′ if your child is reading Red, Green, Purple, Pink or Orange Read Write Inc.Storybooks . Participation– ensure every child participates throughout the lesson. Partnership work is fundamental to learning

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

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. Within all the RWI sessions/books children will be exposed to redand greenwords to learn to help them to become speedy readers. Redwords are words that are not easily decodable and challenge words to extend children’s vocabulary. Greenwords are linked to the sounds they have been learning and are easily decodable. This process solidifies the student’s understanding of its Red Word properties and also points out parts of the word where the student can apply phonic decoding knowledge. This essential step should not be skipped with any students at any age or level. Categorize Red Words

Curriculum

The approach is based on the Orton-Gillingham methodology and focuses on explicit, direct instruction that is sequential, structured, and multi-sensory. 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. 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/). 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!