Children can then use this knowledge to de-code new words that they hear or see. This is the first important step in learning to read.

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1 Phonics is a way of teaching children to read quickly and skilfully. They are taught how to: recognise the sounds that each individual letter makes; identify the sounds that different combinations of letters make - such as sh or oo ; and blend these sounds together from left to right to make a word. Children can then use this knowledge to de-code new words that they hear or see. This is the first important step in learning to read. Phoneme- The sound. Grapheme- How the sounds are written.

2 In the Foundation Stage and Key Stage 1, we teach reading using the Letters and Sounds programme. In the Foundation Stage the Jolly Phonics kinaesthetic actions are used when a new sound is introduced. The children choose their reading books from books that have been banded by difficulty. Within these bands are books from a range of different reading schemes that include both fiction and nonfiction texts. An average child should enter year 1 secure at phase 3. Phase 4 is a 4 week re-cap of the sounds within phase 3 and then move on to phase 5. An average year 1 child should leave year 1 secure at phase 5.

3 This is usually covered within the foundation stage. In Phase 2, letters and their sounds are introduced one at a time. A set of letters is taught each week, in the following sequence: 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 The tricky words- the, to, I, no, go are introduced.

4 By the time they reach Phase 3, children will already be able to blend and segment words containing the 19 letters taught in Phase 2. Over the 12 weeks which Phase 3 is expected to last, twenty-five new graphemes are introduced (one at a time). Set 6: j, v, w, x Set 7: y, z, zz, qu Consonant digraphs: ch, sh, th, ng Vowel digraphs: ai, ee, igh, oa, oo, ar, or, ur, ow, oi, ear, air, ure, er During Phase 3, children will also learn the letter names using an alphabet song, although they will continue to use the sounds when decoding words. Tricky words During Phase 3, the following tricky words (which can't yet be decoded) are introduced: he, she, we, me, be, was, you, they, all, are, my, her

5

6 The children practise reading and spelling words which have adjacent consonants. cvcc words like bend, damp, kept, pond ccvc words like twin, plum, clap Moving onto words which also use graphemes learnt in Phase 3 like: smart, growl, spoil

7 said have like so do some come were there little one when out what

8

9

10 In Phase 5 the children learn how there can be many different ways to spell the same sound. e.g The ee phoneme can be written in 8 different ways. equal, bee, seal, ceiling, key, field, baby, these

11 They also learn how the same grapheme can be pronounced in different ways e.g. cow/low cloud/soup bed/me but/unicorn By the end of Phase 5 the children should be able to read all 100 tricky and decodeable words from phases 2, 3 and 5 and spell many of them.

12 In June all children in Year 1 take part in a national phonics screening check. This involves reading 40 words in a 1-1 situation with the class teacher. The words are both real and pseudo alien words. The children use their knowledge of the sounds letters make to read these words. You will be informed how your child does. Any children who, at this stage are not able to read the required number of words will have extra support and an opportunity to retake the check in Year 2.

13 jound fape dentist ulf snemp phone quemp

14 The teaching of reading is based on phonics but, first and foremost, we encourage our children to enjoy listening to and creating stories. Our phonics teaching is based upon the Dfe recommended Letters and Sounds programme which is structured into six phonics phases, teaching children the knowledge of sounds (phonics) and the skills to blend and segment words. Phonics is taught daily in Foundation and Key Stage 1 and each lesson builds upon the lesson before. Other resources used in school include Phonics Play, an ICT programme, with interactive games to use as a class or independently. The school also subscribes to Espresso which has good practice pronunciations of each phoneme and videos to support the phonic phases. Children work their way through the reading schemes from Band 0, which has no words but pictures to prompt retelling a story, to Band 10 books, the White level, which children should be able to read silently and with enjoyment. We use a variety of reading schemes but the core scheme which supports synthetic phonics is the Oxford Reading Tree. Children who need extra support at Year 1 read the decodable Dandelion books published by Phonic Books.

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