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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
2
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
3
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?
4
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
5
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
6
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
7
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
8
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
11
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
12
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
13
(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
14
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
15
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
16
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
17
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
18
Monday
Tuesday
Wednesday
Thursday
Friday
Resources:
Phase 2 Magnetic Letters
Phase 3 Magnetic Letters
Phase 5 Magnetic Letters
SCHOOL RESOURCES
19
Phonic Cubes
Phase 2 Phonics Kit
Phase 3 Phonics Kit
Phase 4 Phonics Kit
Phase 5 Phonics Kit
Phonics Flash Cards
20
Giant Grid Board Cards
Phonics Play
Rhyming Word Games
Phoneme Flip Stands
Recordable Postcards
Jolly Phonics
21
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
22
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
23
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
24
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
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