Phonics at St Chads

 

Phonics in Reception

Phonics is taught throughout the Reception year and continues through Key Stage 1. Phonics is reading and your child will be taught 44 different sounds throughout their first year at school to enable them to read sentences and build an awareness of oral and written sounds which form the basis for writing. Children will be grouped and assessed on a weekly basis to ensure rapid progress is made towards their Early Learning Goals in reading and writing. We use a National Phonics Scheme called Jolly Phonics to engage young children through songs, rhymes, puppets, stories and movements. Jolly Phonics is an interactive, colourful scheme that meets the different learning styles of each unique child we teach.

44 taught phonemes (single units of sound)

Children learn the 44 letter sounds of the English language, rather than the alphabet. They are then taken through the stages of blending and segmenting words to develop reading and writing skills. The Jolly Phonics characters Inky Mouse, Snake and Bee are used throughout the year. They often reflect the different speeds at which children learn to read and write.

Phonics in Year 1.

 

As your child progresses into Year 1 and onto the National Curriculum, phonics will remain an integral part of learning to read and write. The phonics scheme will move onto Letters and Sounds, which builds on from Jolly Phonics to a more formal style of teaching and learning in-line with National Curriculum expectations. Most children will start on an overview of Phase 3 (overview detailed below).

Phase 3

o Children to be taught the phase 3 phoneme in the following order alongside the

written graphemes.

Set 6 – j, v, w, x

Set 7 – y, z, zz, qu (last o‰ Letters and Sounds ‘sets’)

– sh, th, ch, ng

– ai, ee, long oo, short oo

– oa, ar, or, igh

– ur, ow, oi, ear

– er, air, ure

o Diagraphs should be modelled to the children in joined handwriting to support the

children with understanding that 2 letters together make 1 sound. (This coincides

with the Nelson Phonics & Handwriting programme which is also school policy).

o Children to blend and segment CVC words using a range of phonemes previously

learnt (Phase 2/3).

o Children to be taught to blend and read the following high frequency words alongside

the set of phonemes.

– off, can, had, back

– are, see

– was, will, with

– my, for, too

– you, this, that

– they, then, them, down

– her, now

– all, look

o Children to be taught to read the following tricky words.

– we, me, he, be, she

o Children to read decodable two-syllable words.

o Children to read and write sentences using set 1 to 6 (phase2) letters and no, go, the,

and, to, I.

o Children to practise reading and writing captions and sentences.

 

Phase 4 (4 weeks Autumn 1, Year 1)

o Children to revise and recall all Phase 2 and 3 phonemes.

o Children to read and write CCVC and CVCC words.

o Children to practise reading and spelling previously taught high frequency words.

o Children to read and spell two-syllable words

o Children to learn to spell the tricky words:

we, me, he, be, she, they, all, are, my, her

o Children to read tricky words:

said, so, was, you, have, like, some, come, were, there, little, one, do, when, out,

what

o Children to read decodable words:

went, from, it’s, just, help, children,

Phase 5 (30 weeks Year 1)

o Children to be taught new graphemes for reading in the following order (Phase 5

Letters and Sounds):

wh, ph, ew, or, au, e, a-e, e-e, i-e, o-e, u-e, ‘zh’ (treasure), ore

o Children to be taught alternative pronunciations for the following letters:

i, o, c, g, u, ow, ie, ea, er, ch, a, y, ou, e, ey,

o Children to be taught alternative spellings for the following phonemes:

ch, j, n, r, m, s, z, u, ear, ar, ur, air, or, oo, ai, ee, igh, oa, (y)oo, oo, sh

o Children to practise reading and spelling all previously taught High Frequency Words.

o Children to read and spelling polysyllabic words.

o Children to read and write sentences.

o Children to read the following words:

oh, old, their, people, house, about, Mr. Mrs. don’t, by, looked, time, your, called,

asked, very, water, where, day, who, because, again, different, thought, any, saw,

through, eyes, work, friends, mouse, once, could, put, many, good, away, laughed,

want, over, how, did, man

o Children to spell the following words:

said, so, have, like, some, come, were, there, when, out, made, came, one, make,

here, do, what, please, little, oh, how, did, man, their, going, people, would, or, Mr,

Mrs, took, home, looked, who, think, called, school, didn’t, asked, know, can’t, ran,

bear, long, things, new, eat, everyone, our, two, has, yes, play, take, will, find, more,

I’ll, round, tree, magic, shouted, us, other

o Children to practise recognition and recall of graphemes and different pronunciations

of graphemes as they are learned.

o Children to practise reading and spelling words with adjacent consonants and words with newly learned graphemes.

Year 1 Phonics Screening Test.

The Phonics Screening Check is meant to show how well your child can use the phonics skills they’ve learned up to the end of Year 1, and to identify students who need extra phonics help. The Department for Education defines the checks as “short, light-touch assessments” that take about four to nine minutes to complete. This test will take place in June.

Phase 6 (Year 2)

o Children to be taught past tense, past tense (irregular verbs)

o Children to be taught to spell polysyllabic words

animals, garden, another, everyone, dragon, morning, granddad, narrator, classroom,

together, grandmother, fishfinger, springboard, clingfilm, nightmare, nightdress,

founder, importantly, especially, confidently, immediately, enormous, terrific, horrific,

fantastic,

o Children to learn and practise writing common words

keep, last, even, before, been, must, hard, am, run, red, bed, air, gran, key, fun,

inside, hat, snow, live, next, first, lots, need, fish, gave, may, still, found, say, soon,

night, best, bad, tea, top, fell, box, sleep, told, hot, book, cold, park, dark, gone,

please, ever, miss, cat, after, much, most, tell, boat, let, every, stop, right, sea, began,

feet, around, great, suck, horse, rabbit, small, giant, use, along, grow, sat, window,

really, floppy, baby, door, boy, food, fox, way, room, these, car, three, head, king,

town, its, green, girl, which, wind, wish, fly, only, place, mother, queen, fast, dog,

o Children to be taught a range of memory strategies for spellings.

o Children to learn how to use the following suffixes:

-ed jumped, cried, stopped, wanted, lived, liked, pulled,

-ing something, looking, coming, thing,

-er never, better, under, river

-est tallest, shortest, longest

-s/es clothes, birds, plants,

-ly suddenly, lovely, carefully,

-y funny, chatty,

-ness homelessness, hopelessness, forgetfulness,

-ment enjoyment, requirement, achievement,

-ful joyful, cheerful, successful,

-less homeless, priceless,

-en loosen,

o Children to be taught how to proof read.

o Children to be taught contractions using the common words – that’s, I’ve, let’s,

there’s, he’s, we’re, couldn’t.

o Children to be taught rules for common positions of a phoneme/grapheme.

E.g. ai/oi do not occur in ends of words so are changed to the ay/oy grapheme.

o Children to be taught common spelling pattern ‘W Special’; that when an ‘o’ sound

follows a ‘w’ it is represented by letter ‘a’.

o Children to be taught common spelling pattern – that when an ‘ur’ sound comes after

a ‘w’, it is usually spelt ‘or’. The exception being ‘were’.

o Children to be taught how to use a dictionary.

o Children to be taught common spelling pattern – that an ‘or’ sound before an ‘l’ is

usually spelt with an ‘a’.

o Children to be taught difference between their and there.

 

 

 

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