PHONIC CULTURE AT WHITE ROCK
At White Rock we want all pupils to:
- Benefit from a consistent and systematic approach to the teaching of phonics from entry to school
- Each phonic session – follows the structure of revisit/revise, teach, practice, apply.
- At White Rock we don’t follow any scheme for phonics such as ‘Jolly Phonics’ or Read, Write Ink’ but we do use Letters and Sounds as a basis for planning and to ensure age-appropriate coverage.
- Access and be fully engaged in age-appropriate phonic phase daily sessions
- Enjoy a multi-sensory approach to learning phonics ensuring that all sessions are active and cater for the needs of all children.
- ‘Phonic fingers’ are used to encourage all children to orally blend and segment and children should experience this at least 20-30 times in one session.
- Be fully engaged in the discreet teaching phonic sessions and have regular access to high quality teaching which secures both the crucial skills of word recognition, enabling children to read fluently, allowing them to concentrate on the meaning of the text and to have secured the automatic decoding skills
- To pass the phonic screening check in Year 1 and to make at least expected progress from their starting point (if children pass their phonic screen they should achieve the expected standard in both Reading and Writing).
- Apply their phonic knowledge and skills to both their reading and writing
PHONIC PHASES THROUGHOUT EDUCATION
Phase one (Nursery and Reception)
Phonic Knowledge and Skills
Activities are divided into seven aspects, including environment sounds, instrumental sounds, body sounds, rhythm and rhyme, alliteration, voice sounds and finally oral blending and segmenting.
Phase Two (Reception) up to 6 weeks
Phonic Knowledge and Skills
Learning 19 letters of the alphabet and one sound or each. Blending sounds together to make words. Segmenting words into their separate sounds. Beginning to read simple caption.
Phase Three (Reception) up to 12 weeks
The remaining 7 letters of the alphabet, one sound for each. Graphemes such as ch, oo, th representing the remaining phonemes not covered by single letters. Reading captions, sentences and questions. On completion of this phase, children will have learnt the “simple code”, i.e. one grapheme for each phoneme in the English language.
Phase Four (Reception) 4 to 6 weeks
No new grapheme-phoneme correspondences are taught in this phase Children learn to blend and segment longer words with the adjacent consonants, e.g swim, clap, jump.
Phase five (Throughout Year 1)
Now we move on to the “complex code”. Children learn graphemes for the phonemes which they already know, plus different ways of pronouncing the graphemes they already know.
Phase six (Throughout Year 2 and beyond)
Working on spelling, including prefixes and suffixes, doubling and dropping letters etc.
OVERVIEW OF LETTERS AND SOUNDS
Below is a chart showing the order that children will be taught in.
- Listening to and for sounds
- Rhythm and rhyme
- Sounds taught: s, a, t, p, i, n, m, d, g, o, c, k , ck, e, u, r, h, b, f, ff, l, ll, ss
- Tricky words: the, to, go, no
- Sounds taught: j, v, w, x, y, z, zz, qu, ch, sh, th, ng, ai, ee, igh, oa, oo, ar, or, ur, ow, oi, ear, air, ure, er
- Tricky words: no, go, I, the, to, he, she, we, me, be, was, my, you, they, her, all, are
- Recap all previous sounds
- Teach reading and spelling tricky words: said, so, he, we, me, be, have, like, some, come, was, you, were, little, one, they, all, are, do, when, out, what, my, her
- Read and write the words with their initial and/or final blends: st, nd, mp, nt, nk, ft, sk, lt, lp, tr, dr, gr, cr, br, fr, bl, fl, gl, pl, cl, sl, sp, st, tw, sm, nch, shr, str, thr
- Learn new phonome zh
- Teach new graphemes for reading ay, ou, ie, ea, oy, ir, ue, aw, wh, ph, ew, oe, au, a-e, e-e, i-e, o-e, u-e
- Teach reading tricky words oh, their, people, Mr, Mrs, looked, called, asked, water, where, who, again, thought, through , work, mouse, many, laughed, because, different, any, eyes, friends, once, please.
- Teach spelling words said, so have, like, some, were, there, oh, their, people Mr, Mrs, looked, called, asked.
- Teach alternative spellings for ch, j, m, n, r, s, z, u, i, ear, ar, air, or, ur, oo, ai, ee, igh, oa, y/oo, oo, sh
- Understand and supply suffixes—ed, ing, ful, est, er, ment, ness, en, s, es
- Understand the rules of adding ing, ed, er, est, ful, ly, y
- Investigate how adding suffixes and prefixes changes words
- Introduce the past tense
Phoneme - The smallest unit of speech-sounds which make up a word.
Grapheme - The written representation of sounds
Tricky word - Word which can’t be sounded out
Key words - High frequency words
VC Word - Vowel consonant word (it, as)
CVC Word - Word made up of a consonant, vowel, consonant (cat, dog)
Initial sound - First sound in a word
PHONICS MEETING FOR YEAR 1 PARENTS 17.10.18
Parents attended a Phonics meeting where they received information on how we teach phonics at White Rock and began to understand the technical vocabulary that all adults and children use e.g. phoneme, grapheme, segment and blend. Then parents went and took part in a phonics lesson with their children in their classes.
PHONICS WORKSHOP 9.05.18
On Wednesday the 9th May, Year 1 parents were invited to a Phonic Workshop. The parents participated in a meeting where they learnt some technical vocabulary related to phonics and how to blend and segment words. The parents were informed about the Phonic Screening Test that all children in Year 1 take during the week of 11th June.
Below are some useful websites that were suggested to parents to be used at home: