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Phonics

Phonics teaching takes place every day from Reception to Year 2. The scheme we use is Letters and Sounds which identifies six distinct phases of progression. Children are assessed continuously during their daily phonics lessons, and the groups in which they are taught change regularly according to their needs using additional adults to differentiate the provision more widely.


LETTERS AND SOUNDS - PHASES OF PROGRESSION SUMMARY

NURSERY Phase 1
  • Explore and experiment with sounds and words
  • Distinguish between speech sounds
  • Recognise words that rhyme (some)
  • Provide a string of rhyming words (some)
  • Blend and segment orally (most children)
N.B.  Inability to do all of the above does not prevent moving on to phase 2
RECEPTION Phase 2
  • Give the sound when shown any phase 2 letter, securing 1st the starter letters s, a, t, p, i, o, n
  • Find any phase 2 letter, from a display, when given a sound
  • Be able to orally blend and segment CVC words
  • Be abe to blend and segment in order to read and spell (using magnetic letters), VC words such as: if, am, on, up and silly names such as ip, ug and ock
  • Be able to read the 5 tricky words, the, to, I, no, go
Phase 3
  • Give the sound when shown all or most phase 2 and phase 3 graphemes
  • Find all or most phase 2 and phase 3 graphemes, from a display, when given the sound
  • Be able to blend and read CVC words (i.e. single syllable words consisting of phase 2 and 3 graphemes)
  • Be able to segment and make a phonemically plausible attempt at spelling CVC words (i.e. single syllable words consisting of phase 2 and 3 graphemes)
  • Be able to read the tricky words he, she, we, me, be, was, my, you, her, they, all, are
  • Be able to spell the tricky words the, to, I, no, go
  • Write each letter correctly when following a model
Phase 4
  • Give the sound when shown any phase 2 and 3 grapheme
  • Find any phase 2 and 3 grapheme, from a display, when given a sound
  • Be able to blend and read words containing adjacent consonants
  • Be able to segment and spell words containing adjacent consonants
  • Be able to read the tricky words  some, one, said, come, do, so, were, when, have , their, out, like, little, what
  • Be able to spell the tricky words she, we, me, be, was, my, you, her, they, all, are
  • Write each letter, usually correctly
YEAR ONE Phase 5
  • Give the sound when shown any grapheme that has been taught
  • For any given sound, write the common graphemes
  • Apply phonic knowledge and skills as the prime approach to reading and spelling unfamiliar words that are not completely decodable
  • Read and spell phonically decodable 2 syllable and 3 syllable words
  • Read automatically all the words in the list of 100 HF words
  • Accurately spell most of the words in the list of 100 HF words
  • Form each letter correctly
YEAR TWO Phase 6 - Reading
  • Longer and less familiar texts.
  • Learn rarer GPCs (p23 thin book).
  • Greater familiarity with graphemes of two or more letters.
  • Spelling work focused on structure of words supports decoding.
  • Increased numbers of words which can be read automatically.
  • Use context to support decisions about where to place stress in a polysyllabic word.
  • Greater emphasis on developing a range of comprehension strategies.
Phase 6 - Spelling
  • Continue to segment words into phonemes but developing accuracy through making informed choices of graphemes where there are alternatives.
  • Using spelling conventions and guidelines to support this (see p187 fat book).
  • Learn conventions for adding common suffixes e.g. –ed, -ing (p189).
  • Develop strategies for independent spelling and proof reading.

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