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*English - Phonics

Mission Statement: ‘Aspiring to achieve, determined to succeed’

In Phonics we aim to:

  • Ensure that every child receives daily Phonic input
  • Ensure that every child possesses a developing phonic knowledge that they can independently apply; enhancing spelling skills through carefully planned practice, rigorous assessment and intervention
  • Instil confidence in every child with their encoding and decoding skills
  • Provide all pupils opportunities to deepen their understanding through applying their skills across all areas of the curriculum
  • Celebrate children achievements with their developments
 
Nursery
In Nursery our Phonics learning is incorporated within the Literacy aspect of the EYFS curriculum. Our journey towards learning to read and write begins with us by sharing stories together and participating in our daily phonics sessions. Children in Nursery are taught Phonics through activities that involve listening and attention, focusing on distinguishing a variety of natural and man made sounds. These basic skills are vital to enable the children to progress onto more structured Phonics learning in Reception. 
 
"I I made big ears to help me listen." Nursery child, aged 3.
"Phonics helps us learn to read and write." Nursery child, aged 4.
Reception

Daily Taught Phonics Session

Each day your child will be taught ‘phonics’. This is a fun, practical and interactive session that is teaching reading and writing.  Phonics is recommended as the first strategy that  children should be taught in helping them to read.  Words are made up from small units of sound called phonemes. Phonics teaches children to be able to listen carefully and identify the phonemes that make up each word. This helps children to read words and to spell words using the corresponding graphemes (the written  corresponding sound) .  The children will then progress onto digraphs and trigraphs: sounds made  up of two letters such as; ch, sh, th.  Our reading system is supportive of our phonic teaching. 

Each day in your child’s Phonic lesson they will be introduced to a new phoneme which they will then be encouraged to recognise and use in their reading and writing. In line with recent guidance your child will be bringing home reading books and word sets that contain these graphemes to ensure that this new learning becomes fully embedded. 

 
"In phonics we learn a new sound every day." Reception, aged 5. 
 
"I love the phonics games. We feed the pseudo words to the Obb and the real words to Bob!" Reception, age 4. 
 
Year 1
In Year 1 we have been working hard in Phonics. During each lesson we review our previously taught sounds, our new sound in then introduced. We practise segmenting and blending words for reading first and then after that we practise writing words with our sound for the day in before writing a dictated sentence. Real and pseudo words are taught to enable us to consolidate our knowledge and understanding. 
 
"I love it when we play the Obb and Bob game because we get to see how many words we get right." Year 1, age 5.
 
"I like it when we get to write on the interactive whiteboard because we get to show everyone our writing like the teacher. If we get stuck then our friends help us by giving us a 'top tip.'" Year 1, age 5.
 
Year 2
In Year 2, we have enjoyed reading the new Phonic books that we have at school this year. We are always excited to spot our phoneme of the day in the books and we like that everyone has the same book in our Phonic groups so that we can share the text with our friends and talk about what we have read.
 
"I like reading my book with my friends. We take in turns reading to each other and see who can spot the sounds first." Year 2 pupil, age 6.
Year 3
In Year 3, the children continue to build on their phonic knowledge and focus on correctly applying sounds in their writing.  All children are encouraged to use their 'class bible' when writing- which includes phonics sounds mats from across all the phases and resources to support correctly spelling common exception words including those learnt in KS1. 
 
'I use my phonics mat to remind me of the different ways of spelling a sound.' Year 3 child, age 7. 
'It is important to sound out all words in our writing and make sure we have included all the sounds in a word.' Year 3 child, age 8. 
Useful websites for Pupils and Parents/Carers
Document links
 

PHASE 1

 

Phase 1 is designed to teach preschool children to listen attentively, to enlarge their vocabulary and to speak confidently. This phase also aims to support children to discriminate phonemes and reproduce audibly the phonemes they hear through-

•          Environmental sounds

•          Instrumental sounds

•          Body percussion

•          Rhythm and rhyme

•          Alliteration

•          Voice sounds

•          Oral blending and segmenting

 

PHASE 2

Phase 2 is the start of systematic phonic work. Children begin to understand the grapheme- phoneme correspondence. They will focus on their understanding of how words are constructed from phonemes and that phonemes are represented by graphemes. Children then begin to blend for reading. They start with simple VC (vowel consonant) words e.g. ‘at,’ ‘it,’ ‘is’ and then move on to CVC (consonant vowel consonant) words e.g. dog, cat, man

  •          By the end of phase 2, the children should know 24 sounds...

s

a

t

p

i

n

m

d

g

o

c

k

ck

e

u

r

h

b

f

ff

l

ll

ss

 

and be able to read 5 tricky words…

 

the

to

I

no

g

They should be able to orally blend cvc words e.g. when you sound out c-a-t, they can tell you the word is cat, and also orally segment cvc words e.g. when you say mum, they can pick out the sounds m-u-m.

 

PHASE 3

Phase 3 builds on Phase 2. It completes the teaching of the alphabet and children move onto sounds represented by more than 1 letter (including some where the same letters can make different sounds e.g. oo– book, loop)...

DIGRAPHS – 2 letters that make 1 sound e.g. ll    ss   zz   oa    ai

TRIGRAPHS – 3 letters that make 1 sound e.g. igh    air

j

v

w

x

y

z

zz

qu

ch

sh

th

ng

ai

ee

igh

oa

oo

ar

or

ur

ow

oi

ear

air

ure

er

ur

 

and 12 more tricky words to read...

he

she

we

me

be

was

my

you

her

they

all

are

They should now, also, be able to spell the 5 tricky words from phase 2.

 

PHASE 4

Phase 4 does not introduce any new graphemes. The main aim of this phase is to consolidate the children's knowledge and to help them learn to read and spell words which have adjacent consonants, such as trap, string and milk.These can be sounded out but recognising them quickly makes for a stronger reader.

14 more tricky words are added too…

some

come

one

said

do

so

were

when

have

there

out

like

little

what

 The children should now be able to write the Phase 3 words.

 

PHASE 5

Phase 5, Children will learn more graphemes and phonemes. For example, they already know ‘ai’ as in ‘rain’ but now they will be introduced to ‘ay’ as in ‘day’ and ‘a-e’ as in ‘make.’ Alternative pronunciations for graphemes will also be introduced, e.g. ‘ea’ in ‘tea,’ ‘head’ and ‘break.’

ay

ou

ie

ea

oy

ir

ue

aw

wh

ph

ew

oe

au

ey

a-e

e-e

i-e

o-e

u-e

 

 

 

 

 

 

 

 

They should also be able to read and write the ‘first 100 high frequency words‘

the

and

a

to

said

in

he

I

of

it

was

you

they

on

she

is

for

at

his

but

that

with

all

we

can

are

up

had

my

her

what

there

out

this

have

went

be

like

some

so

not

then

were

go

little

as

no

mum

one

them

do

me

 

down

dad

big

when

it’s

see

looked

very

look

don’t

come

will

into

back

from

children

him

Mr

get

just

now

came

oh

about

got

their

people

your

put

could

house

old

too

by

day

made

time

I’m

if

help

Mrs

called

here

off

asked

saw

make

an

By the end of Year 1, the children should be confidently reading all of these words and writing them accurately too.

 

PHASE 6

In Phase 6, the focus is on learning spelling rules for word endings or suffixes. They learn how words change when you add certain letters. There are 12 different suffixes taught: 

-s

-es

-ing

-ed

-er

-est

-y

-en

-ful

-ly

-ment

-ness

The children are also expected to be able to read and write the ‘next 200 common words’.

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