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- Phonics Policy

This Policy was reviewed on June 2017

Signed Governors J Anderson & G Lees

Signed Head Teacher M Battersby

Next Review Date June 2020

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ST SILAS CE PRIMARY SCHOOL

EQUAITY AND DIVERSITY POLICY

‘Aim High: Dream Big’

What is Phonics? 2

Displays 3

Year Group Expectations 4

Sequence of a Daily Session 5

Timescale for each Phase 6

Phase 1 Objectives 7

Phase 2 Objectives 8

Phase 3i Objectives 9

Phase 3ii Objectives 10

Phase 3iii Objectives 11

Phase 4 Objectives 12

Phase 5a Objectives 13

Phase 5b Objectives 14

Phase 5c Objectives 15

Phase 6 Objectives 16

Planning Sheet 17

School Resources 18

Additional Resources 23

Using the Resources 24

Assessment 26

Year Group Tracker 27

Subject Knowledge 28

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Phonics is a way of teaching children to read quickly and skilfully. Phonics

teaches children to identify sounds (phonemes) that make up a word and teaches

how to write each sound down (grapheme) in order to spell words.

During a phonic session, 3 main things are taught.

1. GPCs

This stands for grapheme-phoneme correspondences. This means that

children are taught all the phonemes in the English language and the ways

of writing them down. Sounds are taught in a particular order. The first

sounds to be taught are s, a, t, p.

2. Blending

This is when children say the phonemes that make up a word and are able

to merge these together until they can hear what the word is. This is a

vital skill in order to read words.

3. Segmenting

This is the opposite of blending. Children here say the word and then

break it up into the phonemes that make it up. This is a vital skill in being

able to spell words.

WHAT IS PHONICS?

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Classrooms need to have phonics displays up to help children with GPCs,

blending and segmenting. Classes must have certain resources displayed at all

times. Interactive resources must be used to help children practise.

Reception

Jolly Phonics train to be displayed once taught. Words with the grapheme

from each carriage to be displayed as an example for children to blend.

Sound of the week interactive display. This should include concrete

objects which begin with the sound, whiteboards and pens for children to

write words containing the sound. Challenges could also be included e.g.

find the sound from the magnetic letters, create a word with the sound...

find an object which begins with the sound...

Tricky word working wall display.

Phonics word mats to be used when writing.

Year 1

Jolly Phonics Train. Additional sounds to also be displayed when they

have been taught. Words to be included next to each grapheme.

Phonics game to play using sounds that the children have learnt.

Tricky word working wall display.

Phonics word mats to be used when writing.

Year 2

Phonics train for those who need it (secret den)

GPCs: alternative phonemes.

Spellings display.

Phonics mats to be used when writing.

YEAR GROUP

EXPECTATIONS

DISPLAYS

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Each session must be multi- sensory with seeing, hearing, doing activities

where all are involved.

The whole thing must be systematic.

Take the opportunities to practise skills like segmenting and blending

outside of the phonics sessions. Include them in other literacy sessions

e.g. modelled writing, guided reading, cross curricular etc.

Guided reading should also take place where phonic skills can also be

practised. In reception this could also be linked to continuous provision

and do some sessions then to fit them all in. Groups should be constantly

reviewed and changed and should also be ability based.

1. Review and Revisit Previous Work

2 minutes

Year Expectations

Reception

80% of children should be secure at phase 3 of the

phonic phases by the end of Reception.

Year 1

85% of children should be secure at phase 5 by the

end of Year 1.

Year 2

Year 2 should be a consolidation of all of the phonic

phases.

SEQUENCE OF A DAILY SESSION

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Quick review of previous phonemes.

Could be done in different ways e.g. Flashcard Phonemes,

Phonemes with actions (Jolly Phonics), Previous Songs etc.

2. Teach

5 minutes

Introduce the new phoneme. This could be by using a song / action

/ riddle / rhyme / story / flashcard.

Show the letter formation (Grapheme) in the air or on the board

and get the children to copy.

Can we think of anything beginning with . . . . , list the words with

the phoneme in, sound out the phonemes in the given words.

3. Practise

8 minutes

Whole class activity to practise the phoneme being introduced and

phonic skills.

4. Apply

5 minutes

At this point in the session you apply the phoneme to developing

writing skills and reading skills using phonic skills such as

segmenting and blending.

Put the phoneme into words or in a sentence and use segmenting

and blending to read and write. Match the phoneme to the

grapheme, making words using the cubes.

Other examples include : air writing phonemes to create a word,

Drum phonemes, Sound Buttons for word / sentence creation,

Yes/No Questions Game, Paired Talk to answer questions, Simple

quiz, Missing word sentences – sound out the answer, blend

highlighted words to read in a piece of text at their level, songbird

or big cat story with questions or covered words.

TIMESCALE FOR EACH PHASE

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PHASE TIMESCALE

2

Up to 6 weeks

3

12 weeks

4

4 - 6 weeks

5a

4 weeks

5b

4 weeks

5c

22 weeks

6

Throughout Year 2

These are recommendations. Depending on the ability of the children, it

may take more or less time.

Learning Objective

/Skill

Aspects Example Activities

(See ‘Letters and

Sounds’)

To REALLY

listen and

discriminate

General sound

discrimination –

environmental

sounds

Listening walks

to listen for

sounds in the

PHASE 1 OBJECTIVES

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between sounds.

To take part in

activities that

distinguish

between

different sounds

in the

environment and

phonemes.

To show an

awareness of

‘rhyme’ and

‘alliteration’ in

words.

To explore and

experiment with

sounds and

words.

General sound

discrimination –

instrumental

sounds

General sound

discrimination –

body percussion

Rhythm and

rhyme

Alliteration

Voice Sounds

Oral blending and

Segmenting

*This stage can continue to run

alongside the next phase to keep

developing skills.

room/outside.

Drum outdoors

Which

instrument?

Matching

Sounds

Action Songs

Follow the

sound

Learning

Rhymes/puppets

Musical corners

Voice sound

game

I Spy objects

ORT Phonics –

Pack 1

9

Learning Objective

/Skill

Phonemes Tricky

Words

(read)

High

Frequency

Words

(Blend and

Read)

Purpose of the Phase

To teach at least 19 letters and

move from oral blending and

segmentation to segmenting and

blending with letters. To read

and spell some VC and CVC

words. To learn some high

frequency ‘tricky’ words.

Learning Objectives

To know that words are

constructed from

phonemes and that

phonemes are

represented by

graphemes.

To know a small

selection of common

consonants and vowels

which they can blend

through the word in the

order that they appear

for reading and segment

for spelling cv / cvc

words E.g. sit and tap

To practise segmenting

and blending cvc words

for reading and writing.

To explore and be able

to continue a rhyming

string.

Begin to form each

letter correctly in the

air, sand etc when

modelled.

Order of Phonemes

Set 1: s a t p

Set 2: i n m d

Set 3: g o c k

Set 4: ck e u r

Set 5: h b f l

*Sounds are introduced at

appropriate speed for the

class/group/individuals –

( Recommendation is

4 sounds each week )

I

to

go

no

the

into

is

it

in

if

at

an

of

off

as

put

can

dad

had

and

his

him

big

get

back

but

mum

up

got

not

PHASE 3i OBJECTIVES

PHASE 2 OBJECTIVES

10

Learning Objective

/Skill

Phonemes Tricky

Words

(read)

High

Frequency

Words

(Blend and

Read)

Purpose of the Phase

To teach the next group of

phonemes, represented by the

graphemes.

To practise CVC blending and

segmentation and apply the

knowledge to reading and spelling

simple two-syllable words and

captions. To begin to read and spell

some tricky words.

Learning Objectives

To read and spell a few

CVC words using a limited

range of letters and short

vowels.

To blend and segment

words for reading (blend)

and writing (segment).

To recognise CVC words

and blend the sounds

through the word in the

order that the phonemes

appear.

To know the phoneme –

grapheme correspondences

for these words (To be able

to attempt to write the

words that they sound out

and spell).

Form some letters correctly

when modelled.

All of Phase 2

phonemes:

Plus:

Set 6: j v w x

Set 7: y z qu

I

no

go

the

to

into

he

she

we

me

be

was

will

PHASE 3ii OBJECTIVES

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Learning Objective

/Skill

Phonemes Tricky

Words

(read)

High

Frequency

Words

(Blend and

Read)

Purpose of the Phase

To teach the next group of

phonemes, represented by the

graphemes.

To practise CVC blending and

segmentation and apply the

knowledge to reading and spelling

simple two-syllable words and

captions. To read and spell some

tricky words. To learn letter names.

Learning Objectives

To read and spell a wider

range of CVC words using a

wider range of letters, short

vowels, some consonant

digraphs and double letters

E.g. bell / chick / shot / hiss

/ three / buzz / buff / quiz

To know the phoneme –

grapheme correspondences

for the CVC words created.

Form most letters correctly

when writing

All of Phase 2 and 3i

Phonemes

Plus 3ii

Consonant Digraphs:

ch

sh

th

ng

he

she

we

me

be

was

will

that

this

then

them

with

PHASE 3iii OBJECTIVES

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Learning Objective

/Skill

Phonemes Tricky

Words

High

Frequency

Words

Learning Objective

/Skill

Phonemes Tricky

Words

(read)

High

Frequency

Words

(Blend and

Read)

Purpose of the Phase

To teach the next group of

phonemes, represented by the

graphemes.

To practise CVC blending and

segmentation and apply the

knowledge to reading and spelling

simple two-syllable words and

captions. To read and spell some

tricky words. To learn letter

names.

Learning Objectives

To hear and say the

identified phonemes in

words.

To read and spell a wide

range of CVC words using

all letters and less frequent

consonant digraphs (

consonant blends ) and some

long vowel phonemes E.g.

sheep, boat, pie, train, glue.

Blending through the word

in the order in which the

phonemes appear.

To know the phoneme /

grapheme representations for

identified words.

To segment and blend words

to read and spell them.

Spell tricky words - the, to,

go , no, I, into

Form each letter correctly

when writing

All Phase 2, 3i and 3ii

Phonemes

Plus

3iii Phonemes

Vowel Digraphs

ai ee igh oa

oo ar or ur

ow oi ear air

ure er

he

she

we

me

be

was

are

all

my

you

her

they

will

that

this

then

them

with

see

for

now

look

too

down

PHASE 4 OBJECTIVES

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(read) (Blend and

Read)

Purpose of the Phase

To consolidate children’s

knowledge of graphemes in

reading and spelling words

containing adjacent consonants

and polysyllabic words.

Learning Objectives

To blend adjacent

consonants in words and

apply this skill when reading

unfamiliar texts or spelling

unfamiliar words

To blend and segment

polysyllabic words.

To spell tricky words – he,

she, we, me, be, was, my,

you, her, they, all, are

To form each letter correctly

when writing

All Phase 2, 3i, 3ii and

3iii Phonemes

said

so

have

like

some

come

were

there

little

one

do

when

out

what

went

it’s

children

from

just

help

Learning Objective

/Skill

Phonemes Tricky

Words

(read)

High

Frequency

Words

(Blend and

PHASE 5a OBJECTIVES

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Read)

Purpose of the Phase

To broaden children’s knowledge

of phonemes for use in reading and

spelling. To learn new graphemes.

To become quicker at recognising

graphemes and blending the

phonemes they represent

Learning Objectives

To give the sound when

shown any grapheme that

has been taught

To write the common

graphemes for any given

sound- ai, ay, a-e (though

not necessarily all rare

alternatives)

To segment to spell and

blend to read words

containing the long vowel

phonemes.

To form each letter

correctly when writing

a – e ay

e-e ea

ie i- e

oe o – e

ue u – e

oy

wh ph

au aw ew

do

like

little

what

there

out

were

when

have

said

so

some

one

come

came

make

here

saw

very

house

about

your

day

made

don’t

old

I’m

by

time

Learning Objective

/Skill

Phonemes Tricky

Words

(read)

High

Frequency

Words

(Blend and

Read)

PHASE 5b OBJECTIVES

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Purpose of the Phase

To teach some alternative

pronunciations for graphemes.

Learning Objectives

To write the common

graphemes for any given

sound- ai, ay, a-e (though

not necessarily all rare

alternatives)

To segment to spell and

blend to read words

containing the long vowel

phonemes.

To form each letter

correctly when writing

To read and spell a larger

number of tricky words.

Read most of the 100 HF

words automatically.

i – find

c – city

u – music

ie – field

er – farmer

y – by, very

ou – shoulder,

could, you

o – cold

g – giant

ow – blow

ea – bread

a – what

ch – school, chef

do

like

little

what

there

out

were

when

have

said

so

some

one

come

came

make

here

saw

very

house

about

your

day

made

don’t

old

I’m

by

time

Learning Objective

/Skill

Phonemes Tricky

Words

(read)

High

Frequency

Words

(Blend and

Read)

Purpose of the Phase

When spelling words they will learn

to choose the appropriate graphemes

to represent phonemes and begin to

ear- cheer j- bridge

m- thumb n-knee

do

like

came

make

PHASE 5c OBJECTIVES

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build word-specific knowledge of

the spellings of words.

Learning Objectives

To write the common

graphemes for any given

sound- ai, ay, a-e (though

not necessarily all rare

alternatives)

Use phonic knowledge and

skill as prime approach to

reading and spelling

unfamiliar words, including

those that are not

completely decodable.

Read and spell phonically

decodable two-syllable and

three-syllable words.

Read automatically all

words in list of 100 high-

frequency words

Accurately spell most words

in list of 100 high-frequency

words

Form each letter correctly

n-gnome s-scissors

or-floor s- castle

ch-adventure c- chemist

ai- eight ai- break

ee-trolley oo-fruit

f-cough or- fourteen

igh- behind f-laugh

o-watch v-loaves

oo-should ure-tour

s-horse ar-half

air-bear r-wrong

sh-station er-earth

e-bread i-tiny

little

what

there

out

were

when

have

said

so

some

one

come

here

saw

very

house

about

your

day

made

don’t

old

I’m by

time

Learning Objective /Skill Phonemes Tricky

Words

(read)

High Frequency

Words

(Blend and

Read)

Purpose of the Phase

To consolidate children’s knowledge

of common grapheme / phonemes

PHASE 6 OBJECTIVES

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correspondences for use in reading and

spelling. To become fluent readers and

increasingly accurate spellers.

Learning Objectives

To apply phonic skills and

knowledge to recognise, read

and spell an increasing number

of complex words.

To be secure with the less

common grapheme – phoneme

correspondences E.g. s = zh as

in ‘treasure’.

To recognise phonic

irregularities.

Introducing and teaching the

past tense

Investigating and learning how

to add suffixes

Teaching spelling long words

Finding and learning the

difficult bits in words

All

All

All

This can be found in the Phonics folder in Staff shared.

Class: Term: Week:

Focus GPCs: Focus HFWs and Tricky words:

Day Revisit/

Review

Teach

Practise Apply Assessment

PLANNING SHEET

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Monday

Tuesday

Wednesday

Thursday

Friday

Resources:

Phase 2 Magnetic Letters

Phase 3 Magnetic Letters

Phase 5 Magnetic Letters

SCHOOL RESOURCES

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Phonic Cubes

Phase 2 Phonics Kit

Phase 3 Phonics Kit

Phase 4 Phonics Kit

Phase 5 Phonics Kit

Phonics Flash Cards

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Giant Grid Board Cards

Phonics Play

Rhyming Word Games

Phoneme Flip Stands

Recordable Postcards

Jolly Phonics

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Magnetic Letters

Letters and Sounds

Jolly Phonics- handbook, CD, stories, jingles, videos.

Phonics resources folder on 'Staff shared'

www.phonicsplay.com

www.bbc.co.uk/schools/wordsandpictures/phonics/

http://www.ictgames.com/literacy.html

There are many ways to use each resource for each part of your phonics session.

Here are a few examples for a selection of resources we have in school.

1. Phonic cubes

Find the grapheme (GPC)

Children to create words with the phoneme that has been taught (GPC)

Spell the word... (segmenting)

2. Beach balls

Say the sound your thumb lands on when you catch the ball (GPC)

One child to catch the ball and say the sound- children to write the

grapheme down (GPC). Extension: think of a word with that grapheme

(segmenting)

Look at the words and pictures on the board. Find the word that has that

sound in it (blending)

ADDITIONAL RESOURCES

USING THE RESOURCES

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3. Giant Grid Board Cards

Good for the teach, creating words with the sound

Good to practise saying the words with sound buttons

Yes/No game: real or nonsense words

4. Magnetic letters

Find the write letters to make a grapheme

Creating words

5. Phoneme flip stands

Making words

Real or nonsense game

This should be completed once a term.

Phonics Play assessments to be completed in different colours. See

below:

Reception Year 1 Year 2

Autumn - black Autumn - blue Autumn - orange

Spring – red Spring – pink Spring – gold

Summer - green Summer – purple Summer - silver

Data should be put onto your ‘Year Group Tracker’ and put onto

‘staff shared’ in the assessment folder. A hard copy of the tracker

needs to be handed in to the Phonics Leader and Headteacher.

With the help from the phonics leader, use the assessment to

regroup and identify children who need additional help.

The assessment consists of reading phonemes, writing graphemes,

blending words to read and segmenting words to spell. The

children are also required to read and spell all 'tricky' words and to

read a set of 'high frequency' words.

ASSESSMENT

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The assessment sheets can be found in your assessment folder and

are also on the phonicsplay.co.uk website.

Please note assessment meetings with the phonics leader will take

place before and after assessments. During these meetings,

moderation will take place and discussions about children’s

progress.

PHASES OF PROGRESSION AUTUMN SPRING SUMMER

Phase 6 – Reading

Learn less common grapheme –

phoneme – correspondences – s =

zh (treasure)

Increasing numbers of more

complex words read

automatically

Recognise phonic irregularities

Phase 6 – Spelling

Segment words into phonemes by selecting appropriate grapheme form

alternatives

Use known spelling conventions – magic e

Use conventions for adding common suffixes – ed, ing, ly, er

Develop strategies for independent spelling

Phase 5c

Know some alternative spellings for phonemes- s (c, sc) air (are, ear)

Read and spell phonetically decodable 2/3 syllable words – bleating, shopkeeper

Read automatically all of the 100 HF words

Spell most of 100 HF words

Phase 5b

Know some alternative pronunciations for graphemes

Read tricky words- look, called, asked, could, oh, their, people, Mr, Mrs

Spell tricky words – some, one, said, come, do, so, were, when, have, their, out, like, little, what

Read most of the 100 HF words

Phase 5a

5i (a) Give the sound when shown any grapheme that has been taught

Write the common graphemes for any given sound – ai, ay, a_e

Form each letter correctly when writing

Phase 4

Say the sound for and recognise all phase 2/3 graphemes

Blend, read, segment and spell words containing adjacent consonants – spoon, cried, nest

Be able to read tricky words – some, one, said, come, do, so, were, when, have, their, out, like, little, what

Can spell tricky words – he, she, we, me, be, was, my, you, her, they, all, are

Form each letter correctly when writing

Phase 3iii

Blend, read, segment and spell a wide range of CVC words using all letters, less frequent consonant digraphs and some long vowel

phonemes – sheep boat

Say the sound for and recognise all phase 2/3 graphemes

Graphemes:

o ear, air, ure, er,

o ar, or, ur, ow, oi,

o ai, ee, igh, oa, oo

Can read tricky words – he, she, we, me, be, was, my, you, her, they, all, are

Spell tricky words - the, to, go , no, I, into

Form each letter correctly when writing

Phase 3ii

Blend, read, segment and spell a wider range of CVC words to include short vowels, consonant digraphs and double letters – chick,

bell

Consonant digraphs ch, sh, th, ng

Form most letters correctly when writing

YEAR GROUP TRACKER

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Phase 3i

Blend, read, segment and spell some CVC words using some consonants and vowels

Set 7: y, z, zz, qu

Set 6: j, v, w, x

Form some letters correctly when modelled

Phase 2

Recognise any phase 2 letter from its sound

Give the sound when shown any phase 2 letter

Set 5: h, b, f, ff, l, ll, ss

Set 4: ck, e, u, r

Set 3: g, o, c, k

Set 2: I, n, m, d

Set 1: s, a, t, p

Orally blend and segment VC and then CVC words

Can read tricky words – the, to, go , no, I, into

Begin to form each letter correctly in the air, sand etc when modelled

Phase 1

Show awareness of rhyme and alliteration

Distinguish between different sounds in the environment and phonemes

Explore and experiment with sounds and with words

Discriminate speech sounds in words

Begin to orally blend and segment phonemes

SUBJECT KNOWLEDGE