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Read in to Writing

Achieve greater depth in reading and writing with a whole-book teaching series for Reception to Year 6.

Read in to Writing (RitW) is a complete suite of materials that provides schools with a reading-rich curriculum for quality-first teaching of English, from Reception to Year 6. The RitW curriculum differs from other English schemes available as it centres on high quality texts rather than simply texts as a stimulus for writing. This approach comes directly from the purpose of study for English which states, ‘Through reading in particular, pupils have a chance to develop culturally, emotionally, intellectually, socially and spiritually. Literature, especially, plays a key role in such development. Reading also enables pupils both to acquire knowledge and to build on what they already know.’

Hear pupils' creative writing outputs from Read in to Writing

Inside Read in to Writing

Read in to Writing is hosted in Boost Learning, a next-generation interactive online learning platform. Your school requires just 1 purchase to get access for all teachers and learners.

A complete suite of materials that provides schools with a reading rich curriculum for quality first teaching of English, from Reception to Year 6.
Carefully selected books that give children a breadth of reading experience, including exploration of themes, philosophical questions, context and children’s own experiences.
Delivery of the entire National Curriculum for English, with key objectives for spoken language, reading, grammar and writing identified on the overview and each session.
Detailed session plans which develop teachers’ subject knowledge of English through immersing them in an approach that makes clear how reading and writing are inextricably linked.
Clear progression within each year and across years, from Reception to the end of year 6, helping to avoid any dips in expectation or outcomes across the primary phase.
Assessment is built in – ‘test-style’ questions and opportunities for children to prepare for the test are embedded within the sessions, and for writing, the ‘Pupil can’ statements from the Key Stage 1 and Key Stage 2 TAFs are explicitly taught.
Each unit contains a unit overview, editable course planners, detailed session plans, with accompanying teaching slides and a wealth of editable pupil resources.

To access your resources, simply log in to Boost Learning. Please note that the accompanying reading books are not included in this unit and must be purchased separately.

What teachers are saying...

I found the Read in to Writing approach highly effective in improving writing skills in particular. For the duration of this unit, children were always ready to write, showing they had developed a good understanding of the texts at a fundamental level, grasping not only character but also narrative structure. Examining how a writer writes and emphasising an engagement with a text on this level, while encouraging children to imitate the style of the writer, is the only way to get children to begin to understand how to write with ‘voice’, to understand how character is developed and to improve understanding of how dialogue works, as well as the silences in a dialogue between the spoken words.
Ian King
Year 5 teacher, Fairlop Primary School, Ilford
The children’s fluency was developed further as we read as a group, in partners and individually. They also became more aware on how to analyse unfamiliar words and even started building their own vocabulary journals, which helped them to enhance their own writing. Through in-depth questioning throughout (focus on SATs style questions) the children became more aware of what was happening in the story and gained a deeper understanding of the themes permeating the story. In turn, they were able to apply different approaches in their own writing.
Jessie Farley
Year 6 Teacher, Key Stage 2 Leader and English Leader All Saints Benhilton C of E Primary School, Sutton
I feel that all the children were engaged with the story and even though my SEND children might not have been able to read it themselves, they still had a great understanding of the book and the characters. It allowed them to really engross themselves with the story and the characters which overall meant they produced a higher standard of work. Some of the children really surprised me with the high quality of work they produced about The Velveteen Rabbit, including my SEND. There was a high engagement level with the book and they really wanted to know what would happen next in the story.
Rebecca Lynch
Year 3 Teacher, Griffin Park Primary School, Blackburn

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