Professional Development from Ruth Miskin Training
Fresh Start Online Training Subscription
Bite-size training films to plan and practise all stages of the programme
Virtual Classroom films to give students extra individual practice
In-action films showing experienced teachers teaching every activity
Termly Progress Meetings
To discuss progress data and decide next steps.
Development Days
A trainer works in school with the leadership team, tutors and students to analyse current data, run practice sessions, and coach reading teachers to create a personalised action plan and to help all students make speedy progress.
Face-to-face Training Days
Training for all staff on how to teach Fresh Start step-by-step.
34 Modules, each containing a fiction or non-fiction text, provide practice in the sounds and graphemes taught in the phonics lessons. The texts are carefully matched to the students’ phonic level. Students read and discuss the text several times, developing comprehension and fluency.
Each Module also contains a range of activities which develop spelling, punctuation and writing answers to comprehension questions.
Age-appropriate student resources
Seven vibrant and compelling Anthologies in an engaging magazine-style format, provide even more opportunity for phonic practice, at home and at school.
Peacocksorpeanuts–
DrDeanlooksatstrangephobias
Peacocksorpeanuts–DrDeanlooksatstrangephobias
veryfrightenedofsomething.Idon’tmean
bees,peachesandcreamcakes–
allofthemhavebeenreasonsforphobias.
veryIfyouhaveaphobia,itmeansthatyouare somethingfrightenedofsomething.Idon’tmean boring,likeamathstest,orgetting Someaspotonyourchin…orevenatriptothedentist. phobiasseemverystrange–fromfishtobuttons,teapots, leas,clouds,allbees,peachesandcreamcakes–ofthemhavebeenreasonsforphobias. toYoumaygetpanicattackswhenyouhave Thisfacethesubjectofyourphobia. meansthat: • yourheartbeatsveryfast
DrDean
Jin
I“Iamfrightenedofspiders–suchhairylegs! can’ttakeaspideroutofthebath. IIcan’tlookataphotoofaspider–can’teventhinkaboutspiders!”
Roy
youcan’tbreatheeasily
youfeelsick
yourmouthfeelsdry. ifAndphobiascangetintheway–youyouarefrightenedoftravellingbyplane, sunnymaybespendingallyourholidaysin Wigan!
As“Ihaveaphobiaaboutpeanutbutter. WhensoonasIseethatjar,Istarttofeelsick. Iwaslittle,mydadmademeeatand10peanutbuttersandwichesIthinkthatstartedthephobia.”
Jane
I“Ihatethenumber13. havelotsofbaddreamsaboutit.andIwillbe13soon,Ican’tfacethebirthdaycards. Lotsofnumber13sonthewindowsill!”
The Handbook has been devised in consultation with trial schools to ensure that students make speedy progress and can access the Secondary curriculum quickly. It includes: advice on how to organise Fresh Start in your class or school guidance on how to identify students who would benefit from the programme and how to assess them at each stage detailed notes on how to teach the Speed Sounds so that students can begin to read the texts and complete the activities in the Fresh Start Modules full guidance on how to timetable and teach each Module in the programme Additional free support is provided on Oxford Owl including: homework activities assessment and guidance downloadable planning and classroom resources
Starthereifthestudentcan readalltheSet 1SpeedSounds andcan read thePhonicsGreen Word Cards forWordTime1.1to1.5. Pleasenote:Whilethestudent is learning to readthePhonicsGreen Word Cards,theycanstart readingtheIntroductoryModule(seepage34).
ReadPhonicsGreen Word Cards Remember:only read wordswithsoundsthestudentcan read speedily NB: Somestudentsmaynotbeabletopronouncethesecondsoundwithinsome four-sound words(stop,pram).Donotcorrectthestudentoraskthemto repeat. 1.Showthestudenthowto read twoorthreePhonics Green Word Cardsusing‘Best Friends, Sound Talk,readtheword’.UseslowSound Talk,andthenspeedup.Modeluntilthe studentcanjumpinwithyou.
2.Givethesecardsandthreeothers to thestudent.Askthemto read thewords.Iftheynee support, repeatstep 1.
3.Muddlethecardsandaskthestudentto re-readallthewords.
Word TimeSoundsknown Words 1.6 m,a,s,d,t, i, n,p, g,o,c,k, u,b, e, l,h, r, j, v, y, w, z,x, sh,th,ch,qu,ng,nk ship,shop, fish,wish, thin,this,zag,zip,chin, chop,chat,quiz,quit,fox,box,fix,six, sing bang,wing,wink
1.7 m,a,s,d,t, n,p, g,o,c,k, u,b, f, e, l,h, y, w, z,x, sh,th,ch,qu,ng,nk 3sounds:bell,well, fell,huff,mess,sock,think, quick,thing; 4sounds:blob,blip,brat,drop, drip,clip,from,frog,flag,flop,grin,gran,pram, prop,slip,slid,skip,skin,spit,spot,stop,trap, trip,best,test,bend,jump,hand,send,dress, fluff,black,stink
Nextsteps: Oncethestudentcan readthe1.6and1.7PhonicsGreen Word Cards, fo ow thestepsforSpeed Sounds: Part 6(seepage26)andstart readingModules 1to3(seepage35).
25 Part5:ReadingPhonicsGreen Word Cards: Word Time1.6and1.7
Readthesound
ofthesesteps foreachsound. Reviewpreviouslytaughtsoundsandteachonenewsoundeach day 1.Select asoundthestudentdoesnotknow(example: ay 2.Showthepicture sideofthecard. Talkaboutthepicture,thensaythesoundandthe picturephrase ay –may Iplay?
3.Askthestudenttosaythesoundandthepicturephrase ay –may Iplay?).
4.Showtheletterside of thecard(ay).
5.Explainthat thelettersare Best Friends:two/threeletters,onesound. Fo a-e i-e o-e and u-e,explainthattheselettersare Best Friends,buttheyneedtobesplitupbecausethey aretoo chatty.Theyaretwo lettersthatmake onesound,buttheyarenot side-by-side
6.Flipthecardf mthepicturesidetothe lettersideasthestudentsaysthesound(ay whentheyseethelettersand thepicture phrase ay –may Iplay?)whentheysee thepicture.
7.Mixthecardwithothersthe student knowsandask them to saythesounds speedily ReadPhonicsGreen Word Cards Followthestepsbelow foreach sound.Thepicturestripsonpages27–33listthePhonicsGreen Word Cardsforeachsound.
1.ChoosetwoPhonicsGreen Word Cardsthatincludethe focussound(e.g.play, way) 2.Showthestudenthowto read thewords(withoutdotsanddashes)using‘Best Friends, Sound Talk,readtheword’.
3.Givethesecardsandthreeothers that alsoincludethefocussound(e.g.may,day,spray) tothestudent.Askthemto readthewords.Iftheyneedsupport, repeatstep2. 4.Mixtwoofthesecardswiththreeothercardsthatincludeknown sounds.Askthestudent to read allthewords.
Speed Sound Cards
Letter–sound correspondences to help students remember the sounds.
Posters
Speed sounds posters for quick review of the letter– sound correspondences.
Word Cards
Green Word Cards with examples of words containing the sounds students have just learnt.
Red Word Cards
help students read common words with uncommon spellings.
Cards to help students practise some of the decodable words they will come across in the Module texts, with definitions.
The Fresh Start Trust Training Plan helps ensure the programme is delivered with fidelity for maximum impact, ensuring long term success.
RMT Trust trainers will: help build a team of confident & effective teachers of reading analyse reading data every half term to provide trust leaders with actions that will have the most benefit to students’ progress propose a practice and coaching plan for each school and discuss implementation on Development Days with reading leaders
Trust training plans for new schools include:
Fresh Start online subscription two places at a two-day regional training (one place for the reading leader, one for a tutor) one in-school Development Day
Remote progress meetings are also available.
Trust Training packages are available for:
schools new to RWI existing RWI schools schools renewing their package
Visit the RMT website
Find out more
Book a consultation with your local education consultant to get started.
We get a lot of feedback about the positive impact of Fresh Start on students’ confidence and ability to access lessons.
Park Academy, a Secondary school in West London
It’s brilliant - Ofsted were over the moon! Confidence and self-esteem have really gone up and other teachers have noticed the difference.
Julia Hepburn, Matthew Humberstone CE School, Cleethorpes
We prioritise the teaching of reading in our school. One in four of our students start Year 7 reading below their chronological age: in line with the national average. Fresh Start helps them catch up quickly and enthusiastically.
Astrea Academy Woodfields (Secondary) Balby, Doncaster
