English - Phonics
“If a child memorises 10 words, they only know 10 words.
But if a child learns 10 sounds, the child will be able to read 350 three sound words, 4320 four sound words and 21,650 five sound words.”
Phonics Lead: Mrs G Lineham
Our Phonics sequence of progression has been adopted from ‘The Phonics Queen’ (Natasha Tuite) and ensures that teachers have high expectations for coverage enabling all pupils the opportunity to achieve age-related expectations. Quality first teaching means that the sequence is rigorous, challenging and embeds GPC knowledge whilst teaching children how to apply this to independent reading and writing. Rehearsing the application of known GPC’s is at the core of our teaching sessions ensuring that all children make progress in every session. A huge emphasis is placed on the application of known GPC’s to reading and writing.
Phonics is taught daily to all children in Nursery, Reception, Year 1 and Year 2 by the Class Teacher, following the Phonics Progression Document. For pupils in the lowest 20% of the cohort, class teachers and the Phonics Lead ensure that targeted interventions and additional support is in place to best suit their needs, alongside discussions with the SENDCo if required. This is delivered through regular Keep-Up and Catch-Up sessions that are tailored to the needs of the pupils. This includes pupils in KS2 that still require support to develop reading fluency and writing, having not passed the statutory screening at the end of KS1.
Every phonics session includes; Recap and Rehearse, Learn, Apply to Reading, Apply to Writing, Challenge and CEW/HFW words, along with opportunities to read nonsense words in every lesson to allow children to develop confidence when attempting unknown words.
Alongside this sequence, all children;
• are actively encouraged to ‘ask the BIG question,’ to embed the knowledge of the various GPC’s and to develop an understanding of spelling rules and patterns.
• are taught to form their letters using the handwriting rhymes/stories.
•are encouraged to use sound buttons for reading and blending where necessary, and when appropriate to use sound nods to encourage children to develop silent blending strategies.
•are encouraged to use ‘sound fingers’ to count the phonemes when first learning to write using new GPC’s or when rehearsing writing.
•are encouraged to position their writing on the line, thinking about ascenders and descenders (whether on a whiteboard or in an exercise book).
Children take home books that are matched to their phonic ability. Books are arranged sequentially into phases and then sounds and common exception words within those phases that children have learned. This is to enable children to feel successful when reading which motivates them.
At the end of KS1, pupils will:
- have successfully passed the Statutory Phonics Screening (held in June)
- have the phonetic awareness to develop their reading further and to apply their knowledge to writing
Please see the below links for additional information:
https://flip.com/s/M6wGF1bzUkvr Decodable reading books and information for parents