RWI Set 2 Sounds

Teach new graphemes for reading ay ee igh ow oo Practise recognition and recall of set one sounds
Practise reading and spelling high frequency words Practise green words 1 and 2 Practise red words
1 2 3 4 5
Revisit/ Review Recall all set 1 sounds. Note any Recall all set 1 sounds + ay from Recall all set 1 sounds + ay and ee Recall all set 1 sounds + ay, ee and Recall all set 1 sounds + ay, ee, igh
children who struggle with yesterday. Note any children from previous days. Note any igh from previous days. Note any and ow from previous days. Note any
sounds. who struggle with sounds. children who struggle with children who struggle with sounds. children who struggle with sounds.
(look at sheet on the back) (look at sheet on the back) sounds. (look at sheet on the back) (look at sheet on the back)
(look at sheet on the back)
Teach Teach ‘ay’. Show picture card. Teach ‘ee’. Show picture card. Teach ‘igh.’ Show picture card. Teach ‘ow’ Show picture card. Say Teach ‘oo’ Show picture card. Say
Say ‘ay’… ‘may I play?’ MTYT (my Say ‘What can you see?’ MTYT Say ‘fly high’ MTYT ‘Blow the snow’ ‘poo in the zoo.’ MTYT
turn your turn.) Remind two letters one sound. MTYT
We dash this sound when we
write it in a word to show it is 2
letters one sound.
Practise Reading: green set 2 ‘ay’ flash Reading: green set 2 ‘ee’ flash Reading: green set 2 ‘igh’ flash Reading: green set 2 ‘ow’ flash Reading: green set 2 ‘oo’ flash cards
cards along with set 1 cards along with set 1 cards along with set 1 and 2 cards along with set 1 and 2 along with set 1 and 2 flashcards.
flashcards. (hopefully we have flashcards. (hopefully we have flashcards already learnt. flashcards already learnt. (hopefully we have them now!)
them now!) them now!) (hopefully we have them now!) (hopefully we have them now!) poo too zoo mood fool stool pool
day, may, play, way say lay, tray, see, three, been, green, seen, high, night, light, fright, bright, blow, snow, slow, show, know, flow, spoon.
spray. keep, need, sleep, feel. sight. glow. Red words: want my the I’ve all like
Explain you can’t Fred a red Red words: your the my said Red words: I he of no are Red words: you your the like Show dots and dashes for these
word. you Show dots and dashes for these Show dots and dashes for these words.
Red words: I of my to the no me. Show dots and dashes for words. words.
Show dots and dashes for these these words..
words.

Apply Write the sentence: Write the sentence: Write the sentence: Write the sentence: Write the sentence:
Can I stay and play? You need your sleep. The light was bright in the night I like to blow the snow. Poo in the zoo.
sky.
Comment

Assessment  Read and spell phonically decidable two-syllable and three-syllable words
 Give the sound when shown any grapheme that has been taught  Read automatically all the words in the list of 100 high-frequency words
 For any sound given, write the common graphemes.  Accurately spell most of the words in the list of 100 high-frequency words
 Apply phonic knowledge and skill as the prime approach to reading and spelling unfamiliar  Form each letter correctly
words that are not completely decidable
RWI Set 2 Sounds
Teach new graphemes for reading oo, ar, or, air, ir Practise recognition and recall of set one sounds
Practise reading and spelling high frequency words Practise green words 1 and 2 Practise red words
1 2 3 4 5
Revisit/ Review Recall all set 1 sounds and ay, ee, Recall all set 2 sounds learnt so Recall all set 2 sounds learnt so Recall all set 2 sounds learnt so Recall all set 2 sounds learnt so far:
igh, ow and oo. Note any children far: ay, ee, igh, ow, oo, and oo. far: ay, ee, igh, ow, oo, oo and ar. far: ay, ee, igh, ow, oo, oo, ar and ay, ee, igh, ow, oo, oo, ar, or and air.
who struggle with sounds. Note any children who struggle Note any children who struggle or. Note any children who struggle Note any children who struggle with
(look at sheet on the back) with sounds. with sounds. with sounds. sounds.
(look at sheet on the back) (look at sheet on the back) (look at sheet on the back) (look at sheet on the back)
Teach Teach ‘oo’. Show picture card. Teach ‘ar’. Show picture card. Teach ‘or.’ Show picture card. Say Teach ‘air’ Show picture card. Say Teach ‘ir’ Show picture card. Say
Say ‘Look at a book’ MTYT (my Say ‘Start the car!’ MTYT ‘Shut the door’ MTYT ‘That’s not fair’ ‘whirl and twirl.’ MTYT
turn your turn.) Explain oo and Remind two letters one sound. Remind two letters one sound. MTYT Remind two letters one sound.
oo. Even though they are the Special friends. This is called a Remind three special friends. 3 Special friends. This is called a dash.
same graphemes, they are two dash. letters one sound. This is called a
different phonemes. Give dash.
examples e.g. Book and soon.
Remember 2 letters 1 sound is a
dash.
Practise Reading: green set 2 ‘oo’ Reading: green set 2 ‘ar’ flash Reading: green set 2 ‘or’ flash Reading: green set 2 ‘or’ flash Reading: green set 2 ‘ir’ flash cards
flashcards along with set 2 cards along with set 2 cards along with set 2 flashcards cards along with set 2 flashcards along with set 2 flashcards already
flashcards learnt so far. flashcards learnt so far. already learnt. already learnt. learnt.
Book, look, took, cook... Far, car, tar, sharp, start, For, sort short sport, worn, Fair, hair, lair, stair, air, chair. Bird, third, dirt, girl.
Show some red words. See which tart... horse, snort. Red words (choose struggled ones Red words (choose struggled ones
ones they know. Make two piles. Red words: would, could, are… Red words I, like, to, the, said. from previous lessons.) from previous lessons.) they, are,
Show dots and dashes for these Show dots and dashes for Show dots and dashes for these Show dots and dashes for these Show dots and dashes for these
words. these words. words. words. words.

Apply Write the sentence: Write the sentence: Write the sentence: Write the sentence: Write the sentence:
I like to look at my book. The car would not start. I like to drive my sports car. The girl with the long hair ran I like birds because they are…
down the stairs.
Comment

Assessment  Read and spell phonically decidable two-syllable and three-syllable words
 Give the sound when shown any grapheme that has been taught  Read automatically all the words in the list of 100 high-frequency words
 For any sound given, write the common graphemes.  Accurately spell most of the words in the list of 100 high-frequency words
 Apply phonic knowledge and skill as the prime approach to reading and spelling unfamiliar  Form each letter correctly
words that are not completely decidable
RWI Set 2 Sounds
Teach new graphemes for reading Set 2 sounds: ou and oy Practise recognition and recall of set one sounds
Practise reading and spelling high frequency words Practise green words 1 and 2 Practise red words
1 2 Assessment for set 2 sounds
Revisit/ Review Recall all set 2 sounds learnt so Recall all set 2 sounds learnt so Name of child ay ee igh ow oo oo ar or air ir ou oy
far: ay, ee, igh, ow, oo, oo, ar, or far: ay, ee, igh, ow, oo, oo, ar,
air and ir. Note any children who or air, ir and ou. Note any
struggle with sounds. children who struggle with
(look at sheet on the back) sounds.
(look at sheet on the back)
Teach Teach ‘ou’. Show picture card. Teach ‘oy’. Show picture card.
Say ‘Shout it out’ MTYT (my turn Say ‘Toy for a boy’ MTYT
your turn.) Remind two letters one sound.
Remember 2 letters 1 sound is a
dash.
Practise Reading: green set 2 ‘ou’ Reading: green set 2 ‘oy’ flash
flashcards along with set 2 cards along with set 2
flashcards learnt so far. flashcards learnt so far.
E.g. out, shout, loud, found, Toy, boy, enjoy...
sound... Red words: would, could, are…
Show some red words. See which Show dots and dashes for
ones they know. Make two piles. these words.
Show dots and dashes for these
words.

Apply Write the sentence: Write the sentence:

Assessment  Read and spell phonically decidable two-syllable and three-syllable words
 Give the sound when shown any grapheme that has been taught  Read automatically all the words in the list of 100 high-frequency words
 For any sound given, write the common graphemes.  Accurately spell most of the words in the list of 100 high-frequency words
 Apply phonic knowledge and skill as the prime approach to reading and spelling unfamiliar  Form each letter correctly
words that are not completely decidable