This document provides information about resources, expected reading levels, and techniques for Running Records Instruction (RWI). It includes: 1) A list of resources used for RWI including sound charts, word lists, books and whiteboards. 2) Expected reading levels for each term from Reception to Year 2. 3) Data showing the percentage of students working at or above expected levels at the end of the previous academic year. 4) Guidance on techniques to use in RWI lessons including praise, modeling thinking aloud, ensuring participation, and teaching with passion.

1. RWI September 2016

2. Resources
• Speed sounds chart and cards.
• Green words, red words and nonsense words.
• Whiteboards (Magnetic boards up to WT 3)
• Pointers, reading books, planning master.
*Mobile resources
*Mix up red words
*Look for special friends
*Fred talk nonsense words
*Eyes for reading and fingers for spelling
*RWI techniques not just for RWI.

3. Expected Levels
End of Autumn Term End of Summer Term
Reception Set 1 sounds and Word
Time 1,2,3,4,5
Set 2 sounds, green/purple
books
Year 1 Set 1, read some set 3,
orange books
Set 2, read and spell all set
3, blue books
Year 2 Set 2, read and spell set 3,
grey books/completed
programme
Read and spell Set 2 and 3,
completed programme
Ditties - Green / Purple - Pink – Orange - Yellow - Blue – Grey

4. Moving into September 2016
Working at
Expected
Summer end 2016
Of those children
working at expected
these are working at
better than expected
Summer end 2016
Reception (now Y1) 53% 45%
Year 1 (now Y2) 64% 42%
Still working on RWI programme
Summer end 2016
Year 2 (Now Year 3) 27%
Year 3 (Now Year 4) 10%

5. Firstly to complete the programme as quickly as
possible.
Secondly for children to be so involved in their lesson
that there is no ‘down time’.
Aim for silent signals: Magnet eyes, stop signal, MTYT,
move with 1,2,3.
Pace
*Every session :10-15 minutes speed sounds
/ word time work.
*Followed by : module work relating to ditty
or story book.

6. Praise a lot!
Praise
• Praise phrases
• Praise actions
*Staff to children
*Between partners

7. Do children understand what they are
learning?
Purpose
• Modelling
• Think out loud – planned chatter.
Feeling Thinking
HappeningSaying

8. All children take part in all of the
lesson
Participation
• MTYT – ensure they can see you.
• Partner work - good way to check
understanding.
*Organise new partnerships every 4 weeks
or so.

9. Exaggerate!
Passion
• Make your teaching larger than life.