there is no one method, medium, approach, device or philosophy that holds the key to the process of...

There is no one method, medium, approach, device or philosophy that holds the key to the process of learning to

read.

Bullock Report 1976 Language for Life

Reading

We teach reading via the Department of Educations ‘Letters and Sounds’ programme. We use the Jolly Phonics resources to deliver this to the children.

KS1

EYFS

Writing

We teach writing via the Department of Educations ‘Letters and Sounds’ programme. We use the RWI resource to aid with handwriting.

Phase 1 - Nursery

Listening walks!

Discriminate between sounds

Remember and repeat a rhythm

Keep in time with a beat

Sing or chant the rhyming string with an adult

Use appropriate vocabulary to talk about different voice and speech sounds

Give a list of objects with the same initial sound

Aspect 7 – Oral segmenting and blending

Phase 2

6 weeks in Year R

Each day we introduce a new letter to the children.

1. We look at the letter shape and picture

2. We learn the mnemonic

3. We learn the sound/phoneme that the letter makes

4. We learn the name of the letter (some children)

5. We write it

6. We orally segment and blend words

7. We apply it in a game

A weeks teaching..

Day 5 – word building! at as mat sat mad dad sad

(let- letter!)

Bouncy sounds:

a b c d e g h i j k o p q t u w x y Stretchy:

f l m n r s v z (ff ll ss)

Pure sounds – lets have a practice!

Once the children grow in confidence with adults orally blending, they will then move on to blending the sounds themselves.

Reading simple CVC words.

on in and had

mum lid fog pin

bug den muddot

Sound buttons

Soon you will probably hear you child mention sound buttons. These are tools that we use to aid us blend our sounds.

jet

Tricky words

These are words that we can’t use our sounds to help us sound out. We therefore have to recognise them by sight.

By the end of Phase 2 the children should be able to read the following tricky words by sight:

notheto goI

Phase 3

13 weeks

In reception we usually repeat this phase with a reading then a writing focus!

Digraph phonemes.

These are represented by sound lines.

boat

Tricky words

By the end of phase 3 the children should be able to read the following tricky words by sight:

he she we me

be wasyou they

all are my

Phase 4

6 weeks

Reception

(Recapped in Year 1 if needed)

There are no “new” phonemes to learn!

The children learn:

1. The difference between vowels and consonants

2. We look at matching capital and lower case letters

3. They learn to blend “consonant clusters” such as st, cr, bl, str.

4. What a syllable is and how to blend words such as shampoo chimpanzee and farmyard.

5. The tricky words

Tricky words

By the end of phase 4 the children should be able to read the following tricky words by sight:

said have like so

do some come were

there little one when

out what

Phase 5 30 weeks

Starts in Reception and carries on in Year 1 (Recapped in Year 2 if required)

Alternative graphemes

rain Monday cake ai – phase 3 – middle spelling ruleay – phase 5 – end spelling rulea-e – phase 5 - split digraph with a consonant in between

Alternative pronunciations

i- fin, find ow - cow, blow y - yes, by, veryo - hot, cold ie - tie, field ch - chin, school, chef

Tricky words

By the end of phase 5 the children should be able to read the following tricky words by sight:

oh their people Mr

Mrs looked called asked

could

Phase 6 (Spelling and Grammar)30 weeks

Year 2

By the beginning of Phase Six, they should be able to read hundreds of words, doing this in three ways:1. Reading the words automatically if they are very familiar2. Decoding them quickly and silently because their sounding and blending routine is now well established;3. Decoding them aloud.

Children’s spelling should be phonemically accurate, although it may still be a little unconventional at times. Spelling usually lags behind reading, as it is harder. During this phase, children become fluent readers and increasingly accurate spellers.

Grammar rules

Year One vocab:letter, capital letter , word, singular, plural, sentence, punctuation, full stop, question mark, exclamation mark

Year Two vocab:noun, phrase, statement, question, exclamation, command, compound, suffix, adjective, adverb, verb, tense (past, present) apostrophe, comma

Past tense spellings

Verbslook – looked jump - jumped

Irregular past tense verbsgo – wentcome – camesay – said

Spelling strategies

1. Syllables - I can break it into smaller bits to remember (e.g. Sep-tem-ber, ba-by)

2. Base words - I can find its base word (e.g. Smiling – base. smile +ing)

3. Analogy - I can use words that I already know to help me (e.g. could: would, should)

4. Mnemonics - I can make up a sentence to help meremember it (e.g. could – O U lucky duck, because – big elephants can always understand small elephants!)