RWI Set 6 Blue in Reception- what will happen in Y1?

[Foxesandsquirrels]

A child that is currently in Reception, is on Read Write Inc Set ,6 so Blue book. I believe that's roughly equivalent to stage 7/8 in the Oxford Reading Tree. They attend RWI sets with the Y1/2 classes. It's very clear they'll finish the scheme quite soon and I'm wondering what'll happen to them once that's the case? It's so early to finish it. Their writing and spelling is also very much at that level. Where do they go? They'll be bored stiff in Y1 and most of the Y2 is so behind they'll be doing RWI still at least until end of Autumn term. They can't go into Y3 surely. How do you stretch a child like this? There is no Y1 or Y2 class that'll be a suitable level for them come Autumn term. It would have to be Y3.

It's Sen

It really isn’t. Case law shows exceptional ability is not a special educational need.

Did I say it definitely was? No i didn't. What is the point of your post.

In our school it wouldn't be unusual for kids in yr1/2 to have finished the rwi scheme. Those that have are grouped together and work on reading/ comprehension/ writing. Ours is also in a deprived area with high levels of SEN. I would be amazed if no one in ks1 has finished the reading scheme.

The class teacher will differentiate the work as they do in every class. It's not that unusual and teachers are well prepared.

The point of my post is to point out it isn’t a SEN.

I don’t know what schemes we used when I was at school, but I’d finished them by the end of reception. I did free reading after that. When I finished work in maths/ English etc they’d give m the next workbook. By Christmas in y2 I’d finished the y6 work and school called my parents in to suggest private school as they had nothing more for me. From y3 I went to a private school on full scholarship and found the work much more engaging and challenging (projects etc so you could stretch yourself, and additional depth maths for those more able).

They're not just a bit behind if the most able group is reading orange. The RWI expectation of progress is for the lowest 20% to be reading blue by the end of Year 1.

Are some of the year ones currently in year 2 RWI groups, just like this reception child is? Surely it's not 100% of children at or below orange near the end of Year 1?

What do they do with current Year 2 children who have finished the programme?

@Foxesandsquirrels In answer to your question, I think the school is unexceptional in terms of overall achievement, but with pockets of low and high achievement. DD has been lucky, though, to have a teacher in Yr1 who normally teaches Yr4 and who was quite excited about her.

This was my DD and one other child in her class in Y1, during RWI time, she and this other little girl used to just sit and read on the carpet together (thankfully both very sensible children, who just got on with it) and once or twice a week they'd do a guided reading session with a TA/Teacher.

Sounds like the whole class is behind in year 1, my DD's y1 class are either grey or free reading, there is no one below that

My DD1 started reception on purple books (Oxford reading levels) which I believe is around level 8? By the end of reception she had finished the levels and moved on to their accelerated reader scheme.
She still did phonics with the class; I think she thought it was an entirely separate thing to learning to read! She was still stretched though, and was given plenty of extension work and writing exercises. There would have been no point putting her in English lessons with the year above, or the one above that, as she was above the level of most of them too.
She was never bored. The joy of being able to read is that you can learn whatever you want to learn! She read everything she could get her hands on and absorbed information like a sponge. She’s in year 4 now and her reading age was assessed as 16+ in her last report.

RWI is usually a 45 minute lesson in all of the schools I've worked in. Once children have completed Grey level the focus would be on comprehension. I have had children in the top group who are working independently on comprehension questions linked to a text they have read, whilst I teach the rest of the group in another part of the room. They wouldn't go up to KS2 for their lessons in my experience. They will also read to a teacher or TA on a 1:1 basis at other times during the week.

I don’t really understand why this is so complicated. The school gives them more advanced books - it’s not like they don’t exist in plentiful supply - and if they don’t have them, the parents can send them in. The kids reads them independently in class during the lesson. What am I missing?

RWI has a scheme that follows on from the phonics programme and is focused on comprehension and understanding. runs up to the end of primary school.
Its called literacy and language or something similar and is for children who can confidently decode and read fluently. It's not unusual to have able KS1 children working on it on it once they finish Grey RWI level.

DD's room had a range of advanced readers books they could choose from, plus the school library was allowed from year 2. She wasn't the only one either. For writing etc they just wrote more complicated things. My dd1 could read and write before school (her sister the opposite!)

My DD's school only had 5 classes across all 7 years though so her class was year 1/2. Then she was in year 2/3 then 3/4 we then moved. Teachers were used to mixed abilities

Not all schools will use literacy and language though. We only use RWI for the phonics/reading part. We don't go on with the scheme after grey

My son finished grey level of RWI in reception, he's now in year 1. His reading/comprehension age is 11. He still sits in on the phonics class as he has to be supervised by a teacher and the other year groups don't do English at the same time. He reads higher level reading books from the ORT scheme mainly and then answers comprehension questions about them and writes a couple of sentences about the book. Then the teacher will listen to him read at a different point in the week rather than during the phonics class. He has higher level spellings to work on at home.

Ah I suspect this will be what it'll be like than. Very helpful comment, thank you.