Hertford Infant & Nursery School. Tel:

Transcription

1 Hertford Infant & Nursery School Tel: FRIENDLY CARING THOUGHTFUL RESPECTFUL ENTHUSIASTIC AMBITIOUS Phonics POLICY Reviewed January 2015 Date of next review January 2017

2 Hertford Infant and Nursery School Rationale In 2006 Sir Jim Rose completed his independent review of the teaching of early reading. The resulting Rose Report makes it clear that high-quality phonic work should be taught systematically and discretely and is the prime approach to be used in the teaching of early reading. The Rose Review provided clear recommendations on what constitutes high quality phonics work. It makes clear that there are two dimensions to reading word recognition and language comprehension. High quality phonic teaching secures the crucial skills of word recognition that, once mastered, enable children to read fluently and automatically. Once children are fluent readers, they are able to concentrate on the meaning of text. Aims of this policy To establish consistent practice, progression and continuity in the teaching and learning of phonics and spelling throughout the school. Aims for pupils We want pupils at Hertford Infant and Nursery School To benefit from a systematic approach to the teaching of phonics from entry to school at 3 years of age using the Letters and Sounds scheme. To enjoy the discreet teaching of phonics utilising a synthetic approach to phonics To have a regular access to high quality phonic teaching, differentiated to suit the pupils needs, which secures the crucial skills of word recognition that enables children to read fluently, freeing them to concentrate on the meaning of the text. To enjoy a multi-sensory approach to learning phonics ensuring that the visual, auditory and kinaesthetic learning styles of children are engaged To have secured automatic decoding skills allowing children to progress from learning to read to reading to learn. To enable the pupils to become confident writers and spellers. Teaching and Learning At Hertford Infant and Nursery School we ensure the efficiency of our phonic teaching by ensuring that: It is part of a broad and rich curriculum that engages children in a range of activities and experiences to develop their speaking and listening skills and phonological awareness. Phonics is also taught discretely from entry to school at 3 years old in Foundation Stage 1 through listening games and word play. We engage parents in the teaching of phonics by offering parent workshops within the school day, enabling parents to provide appropriate support at home It is multi-sensory, encompassing simultaneous visual, auditory and kinaesthetic activities that are fun and engaging for boys and girls It is time limited, such that the great majority of children should be confident readers by the end of Key Stage 1 It is systematic, that is to say, it follows a carefully planned programme that includes the use of synthetic schemes such as Letters and Sounds. This reinforces and builds on previous learning to secure children s progress It is taught daily, where appropriate, discretely and at a brisk pace There are opportunities to reinforce and apply acquired phonic knowledge and skills across the curriculum in activities such as shared and guide reading Children s attainment is carefully assessed to ensure progression Phonics is taught as an integral part of reading with children taught: Grapheme-phonemes in a clearly defined sequence 2

3 To blend (synthesise) sounds (phonemes) in order all through a word To segment words into phonemes for spelling That blending and segmenting are reversible processes Progression: EYFS It is expected that Nursery will introduce Phase 1 phonics through small focused groups and activities. When appropriate, the practitioners will then introduce the initial sounds from phase 2. Reception will introduce and complete Phase 2 and Phase 3 phonics and depending upon the nature of each cohort aim to introduce Phase 4 in the final half of the summer term. The phonic sessions will last 20 minutes and there are also enhanced phonic activities within the indoor and outdoor environment available for the children to explore independently throughout the day. Key Stage 1 High quality phonics will be delivered to the whole class, each day for 20 minutes. The teacher will cater for the needs of every child and take account of the different learning styles and needs. Year 1 will introduce Phase 4 and Phase 5. Year 2 will revise Phase 5 and teach Phase 6. It is important that the five phases are embedded and the children have a sound understanding of the key knowledge and skills before the final sixth phase is introduced in Year 2. Year 2 teachers will strive to be able to expose all children to the key elements of phase 6 by the end of the academic year. Level Expectations By the end of Nursery children should be secure in phase 1 and ready to begin phase 2. By the end of Reception children should be secure at phases 2 and 3 and have started to move into phase 4. By the end of Year 1 children should be secure at phase 5 and know some of the phase 6 spelling rules. By the end of Year 2, all children should be working within support for spelling. Structure of a Good Phonics Lesson Each session should be 20 minutes on daily basis, for phases 1-5. Phase 6 should be taught for an equivalent time of 1 hour and 45 minutes a week. All lessons should be multi-sensory All sessions should consist of five parts: 1. Introduction (1 minute) 2. Revisit and Review (2 minutes) 3. Teach (4 minutes) 4. Practise (4 minutes) 5. Apply (4 minutes) All lessons should be differentiated to meet the needs of all children Children should be actively engaged with the lesson throughout the lesson and lessons move at a brisk pace. Assessment should be an integral part of each session as identified on our data collection timetable At Hertford Infant and Nursery School we use the following vocabulary: sounds, letters, digraphs, trigraphs, split digraphs, vowel sounds, consonants, adjacent consonants At Hertford Infant and Nursery School we use the following strategies and resources in some or most of our teaching: phonics play, Frank the Phonics Fox, 3

4 Hertford Infant and Nursery School cued articulation, letters and sounds resources from different sources, magnetic letters, phoneme frames, whiteboards and pens. Assessment Children will be assessed using; Phase spelling tests Phase sentences/phrase dictation tests Year 1 Phonics Screening Reading of blends and tricky words Observation What do we do if we feel a child is not progressing: We would do some or all of the following (in the most appropriate order for the child) Assess the child to find the gaps in their understanding Provide appropriate support which may include intervention groups, 1:1 support or in class support Speak to parents and offer suggestions for support Roles and Responsibilities It will be the responsibility of the class teacher to: Plan, teach, assess and monitor pupil progress in phonics. Direct teaching assistants so they effectively support the teaching of phonics. It will be the responsibility of the Assessment Coordinator to: Collect in pupil tracking on a half termly basis and give feedback where necessary. Support class teachers with assessments. Carry out Year 1 phonics screening check and ensure data is submitted on time. It will be the responsibility of the literacy subject leader to: Provide support and training in the planning and teaching of phonics. Carry out observations and give feedback. Monitor phonics planning files on a half termly basis. Carry out Year 1 phonics screening check and ensure data is submitted on time. Equal opportunities This policy applies to all children regardless of their gender, colour, ethnicity, ability or disability, religion or nationality. 4

5 Appendix Progression Intended Phonological Awareness Year Group Phase 1 F General Sound Discrimination Discrimination Rhyme Oral blending Oral segmenting Phonic Content Phase 2 R 19 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/ff l/ll ss VC CVC continue oral blending and segmenting 2 syllable words Phase 3 R set 6: j v w x set 7: y z/zz qu (i) ch sh th ng (ii) ai ee igh oa oo (iii) ar or ur oi ear air ure er ow CVC complex letter names 2 syllable words Phase 4 R adjacent consonants Y1 2 / 3 syllable words Phase 5 Y1 wh ph split digraph e ay ea ie oe ew ue au aw ou oy ir ey alternative spellings of phonemes read and spell fully decodable high frequency words on 100 list Phase 6 Y2 apply phonic skills past tense suffixes longer words spelling rules Tricky Words the to I no go into he, she, we, me, be, was, my, you, her, they, all, are Spell: the, to, I, no, go, into some, one, said, come, do, so, were, when, have, there, out, like, little, what Spell: he, she, we, me, be, was, my, you, her, they, all, are oh, their, people, Mr., Mrs., looked, called, asked, could (The pupil should be able to read irregular high frequency words on 100 list and spell most of these) Read and spell irregular high frequency words on further 200 list, as needed 5