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