Why Ruth Miskin

1
Why Ruth Miskin?

• Ruth Miskin - taught for 25 years
• Over 2500 schools using the programme
• Synthetic Phonics based reading and writing
  scheme. The pilot school was Kobi Nazrul Primary
  School in Tower Hamlets, London

2
Evidence and Results

• RWI Results from all schools

3

• Reading fluently is the biggest gift
• that we can give to our children
• before they leave us to start their
• secondary school. Read Write Inc.
• has been instrumental in our quest
• that 'no child can slip through the
• net'. Every child deserves the best.
• Mr Shahed Ahmed, Elmhurst Primary
• School, Newham

4

• The children could see the progress they were
• making and they were being given the chance to
• succeed. One year on, it is wonderful to see the
• improvement in reading and writing levels of our
• Year 1 and Year 2 children. A year of teaching,
• following the programme, has raised their
• achievement. We just wish we had found the
• programme earlier!
• Miss E Deegan, Literacy Co-ordinator St John
  Southworth Primary School, Lancashire

5
Read the following passage

• Aristotle tells us that well-being or eudaimonia
• which is good for man is an activity in
  accordance
• with virtue each virtue is a disposition for
  making
• (right) choices, and one that is trained or
  developed
• by experience rather than inborn with most
  virtues,
• the right sort of choice which it enables its
• possessor to make it somehow intermediate
• between two wrong sorts of choice one can show
  or
• do too little or too much of something one can
  go
• too far or not far enough what constitutes the
  right
• amount, the virtuous choice, is determined as the
• man of practical wisdom would determine it and
  he
• is the man who is good at choosing the means to
• the end of eudaimonia.
• Ethics Inventing Right and Wrong, J.L.Mackie

6

• Children who have poor decoding skills will spend
  their time decoding rather than understanding
  what they are reading.
• The focus of the Ruth Miskin programme is to
  ensure that children have the tools to decode so
  they are able to focus on comprehension. We want
  to make the transition from learning to read to
  reading to learn as quickly as possible.

7
THINK

• Do you know what a phoneme is?
• Do you know what a grapheme is?
• a-e ay
• TTYP can you think of any more graphemes for the
  phoneme a?

8

• When a reader attempts to
• Sound out a word, what do
• they start with?
• Phoneme? Grapheme? Word?

9

• When a writer attempts to sound
• out a word, what do they start
• with?
• Phoneme? Grapheme? Word?

10
TTYPCan you fill in the gaps?
11
How are we going to do it?

• All KS1 children have been assessed by one person
  
• All children have been organised according to the
  Ruth Miskin colour groups
• These groups will then have 3 ½ hour lessons of
  focused learning according to their level