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 that 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.

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WHAT IS PHONICS?

Classrooms need to have phonics displays up to help children with GPC's, 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 and additional graphemes 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. Phonic 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.

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

Tricky word working wall display. Phonic word mats to be used when writing.

Year 2

GPC's: alternative phonemes. Word of the week display. Phonic word mats to be used when writing.

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DISPLAYS

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.

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YEAR GROUP EXPECTATIONS

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.

Phonics sessions are taught daily in Foundations stage and key stage 1. We follow ‘letters and sounds’ and teach children the Jolly phonics actions and songs to help them learn the phonemes. The Phonics Play scheme is also used to help with planning. They are taught all six phases and follow the same structure each day for 20 minutes. Reading and writing takes place during all sessions. Children are assessed each term and grouped accordingly. All phonics sessions follow the same four part teaching sequence:

Review and revisit: previously taught sounds are revised

Teach: new sounds or tricky words are taught.

Practice: reading and writing letters ad words with the new sound in it

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TEACHING PHONICS

Apply: read and write captions and sentences with the new sound in it.

PLANNING SHOULD BE COMPLETED ON THE PLANNING SHEET OR IN YOUR PLANNING BOOK. IF YOU USE YOUR PLANNING BOOK, PLEASE USE THE

MARKING AND FEEDBACK BOOKLET.

Ensure you use the correct terminology:Phoneme fingers (when sounding out words)How many Phonemes?How many Graphemes?

PHASE TIMESCALE

2 Up to 6 weeks

3 12 weeks

4 4 - 6 weeks

5a 4 weeks

5b 4 weeks5

TIMESCALE FOR EACH PHASE

5c 22 weeks

6 Throughout Year 2

These are recommendations. Depending on the ability of the children, it may take more or less time.

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Learning Objective /Skill

Aspects Example Activities

(See ‘Letters and Sounds’)

To REALLY listen and discriminate 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

– environmental

sounds 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.

Listening walks to listen for sounds in the 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

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PHASE 1 OBJECTIVES

Learning Objective /Skill

Phonemes Tricky Words

High Frequency

Words

(Blend and Read)

Purpose of the PhaseTo 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

Order of Phonemes

Set 1: s a t pSet 2: i n m dSet 3: g o c kSet 4: ck e u rSet 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

isitinifatanofoffasputcandadhadandhishimbigget

backbut

mumupgotnot

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the air, sand etc when modelled.

Learning Objective /Skill

Phonemes Tricky Words

High Frequency

Words

(Blend and Read)

Purpose of the PhaseTo 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

Recap all of Phase 2 phonemes:

Plus:

Set 6: j v w x

Set 7: y z qu

heshe

wemebe

will

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PHASE 3i OBJECTIVES

PHASE 2 OBJECTIVES

spell). Form some letters

correctly when modelled.

Learning Objective /Skill

Phonemes Tricky Words

High Frequency

Words

(Blend and Read)

Purpose of the PhaseTo 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

Recap Phase 2 and 3i Phonemes

Plus 3iiConsonant Digraphs:

chshthng

wasall

youmyherthey

will

that

this

then

them

with

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PHASE 3ii OBJECTIVES

the CVC words created.

Form most letters correctly when writing

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PHASE 3iii OBJECTIVES

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PHASE 4 OBJECTIVES

Learning Objective /Skill

Phonemes Tricky Words

High Frequency

Words(Blend and

Read)

Purpose of the PhaseTo 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

Recap Phase 2, 3i and 3ii Phonemes

Plus3iii Phonemes

Vowel Digraphsai ee igh oa

oo ar or urow oi ear air

ure er

thereout

weresaidso

someone

come

willthatthisthenthemwithseefornowlooktoodown

Learning Objective /Skill

Phonemes Tricky Words

High Frequency

Words(Blend and

Read)

Purpose of the PhaseTo consolidate children’s knowledge of graphemes in reading and spelling words containing adjacent consonants and polysyllabic words.

Learning Objective s 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

whenhavedolikelittlewhat

went

it’s

children

from

just

help

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PHASE 5a OBJECTIVES

Learning Objective /Skill

Phonemes Tricky Words(read)

High Frequency

Words

(Blend and Read)

Purpose of the PhaseTo 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 representLearning 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

ay, ou, ie, ea

oy, ir, ue, aw

wh, ph, ew, oe

au, ey

a-e, e-e, i-e, o-e, u-e

ohtheir

peopleMrMrs

lookedsaidso

havelike

somecomewerethere

camemakeheresawvery

houseaboutyourday

madedon’toldI’mby

time

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PHASE 5b OBJECTIVES

Learning Objective /Skill

Phonemes Tricky Words(read)

High Frequency

Words(Blend and

Read)

Purpose of the PhaseTo 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 – findc – city

u – musicie – field

er – farmery – by, very

ou – shoulder, could, you

o – coldg – giant

ow – blowea – breada – what

ch – school, chef

dolikelittlewhatthereout

werewhenhavesaidso

someone

come

camemakeheresawvery

houseaboutyourday

madedon’toldI’mby

time

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PHASE 5c OBJECTIVES

Learning Objective /Skill

Phonemes Tricky Words(read)

High Frequency

Words

(Blend and Read)

Purpose of the PhaseWhen spelling words they will learn to choose the appropriate graphemes to represent phonemes and begin to 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

ear- cheer j- bridge

m- thumb n-kneen-gnome s-

scissorsor-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-halfair-bear r-

wrongsh-station er-

earthe-bread i-tiny

dolikelittlewhatthereout

werewhenhavesaidso

someone

come

camemakeheresawvery

houseaboutyourday

madedon’told

I’m by

time

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Learning Objective /Skill

Phonemes

Tricky Words(read)

High Frequency

Words(Blend and

Read)

Purpose of the PhaseTo consolidate children’s knowledge of common grapheme / phonemes 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

All All All

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PHASE 6 OBJECTIVES

suffixes Teaching spelling long

words Finding and learning the

difficult bits in words

This can be found in the Phonics folder in Staff shared. You can use this or your planning book. Make sure you use the marking

and feedback booklet if you are not using this sheet.Class: Term: Week:Focus GPC's: Focus HFW's and Tricky

words:

Day Revisit/Review

Teach Practise

Apply Assessment

Monday

Tuesday

Wednesday

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PLANNING SHEET

Thursday

Friday

Resources:

Phase 2 Magnetic Letters

Phase 3 Magnetic Letters

Phase 5 Magnetic Letters

Ping Pong Balls

Lacing Letters

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SCHOOL RESOURCES

Alphabet Sound Bags

Alphabet Catch

Phonic Cubes

Spelling Cubes

Rhyming Houses

Phonic Cube Mats

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Active Phonics Bibs

Phase 2 Phonics Kit

Phase 3 Phonics Kit

Phase 4 Phonics Kit

Phase 5 Phonics Kit

Phase 6 Phonics Kit

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Magnetic Gel Boards

Magnetic Phoneme Frames

Talking Jolly Phonics

Phonics Posters

Phonics Flash Cards

Giant Grid Board Cards

Phonics Play

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Rhyming Word Games

Phoneme Flip Stands

Recordable Postcards

Magnetic Words

Jolly Phonics

Magnetic Letters

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Letters and Sounds

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

Oxford Reading Tree Phonics Kit and Teachers Handbook (this includes games, big cards, phoneme poems)

Big Cat Phonic CD (very good for practising the skills of segmenting and blending)

ORT Songbirds ICT Discs and Storybooks

Floppy Phonic Storybooks: great for the 'apply' section

Big Cat decodable reading books: fiction/non-fiction on KS1 reading shelves

Literacy Box

Speed sounds

Phonics resources folder on 'Staff shared'

www.phonicsplay.com

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

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

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ADDITIONAL RESOURCES

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. Ping Pong Balls Throw the balls to the children and get them to say the

sound (GPC) Throw the ball to a child and children to write a word with

that phoneme (segmenting) Bingo: children to have graphemes written down.

Teacher/child to read the ball and children to mark off (GPC)

2. Lacing letters/Phonic cubes Find the grapheme (GPC) Children to create words with the phoneme that has been

taught (GPC) Spell the word... (segmenting)

3. Active phonic bibs Throw a ball and children to say the phoneme they are.

Everybody point to the sound... (GPC) More than 1 child needs to be wearing the same

grapheme: If you are wearing the sound... jump/hop (GPC) Creating words with children actively making a word with

the phoneme that has been taught (GPC) Reading the phonemes and words containing them

(blending) Create the word ___ with your friends (segmenting)

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USING THE RESOURCES

4. 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)

5. 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

6. Magnetic letters Find the write letters to make a grapheme Creating words

7. ORT Phonics Cards Who can find words that have ___ sound Practise blending words Good for apply

8. Phoneme flip stands Making words Real or nonsense game

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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 with the pupil progress sheet.

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.

Formative assessment should be completed and recorded in the marking and feedback book.

Please note assessment meetings with the phonics leader will take place before and after assessments. Complete the pupil progress sheet before this which can be found below the assessment tracker.

Reception assessment dates Autumn 2 Spring 2 End of Summer 1

Year 1 assessment dates Entry Spring 1 Summer 1 Any for additional phonics in Y2 will be assessed in

Summer 2

One mock phonics reading test may be taken at the end of Summer 1 so that the children are aware of the format. The Phonics play assessment and formative assessment should be

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ASSESSMENT

enough to inform you of any children at risk of not passing the test.

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

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

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YEAR GROUP TRACKER

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

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