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St.Andrew’s CE Primary School Phonics Policy Introduction This policy outlines the organisation, management and teaching of phonics at St. Andrew’s CE Primary School. As a direct result of the Rose Review (2006) into the teaching of early reading and the New Literacy Framework all schools are required to deliver a programme of ‘high quality phonics work’. All the principles which underpin the recommendations of the Rose Review have been incorporated into the revised Primary Framework for Literacy. What is Phonics? This is the knowledge of how the alphabetic sounds works and how these sounds are combined to correspond to the spoken word. Phonemes are the sounds which are made by blending letters to correspond to the spoken word. Graphemes are the written equivalent of phonemes. Aims To present high quality, systematic phonic work as defined by the Rose Report and incorporated in the New Literacy Framework. To enable children to start learning phonic knowledge and skills by the age of four, with the expectation that they will become fluent readers, having secured word building and recognition skills, by the end of Key Stage One To ensure that the children apply phonic knowledge as their first approach to reading and spelling, even though all words do not conform to regular phonic patterns. To ensure that the children are taught high frequency words that do not conform to regular phonic patterns. To ensure that children have opportunities to read texts and words that are within their phonic capabilities as early as possible, even though all words may not be entirely de-codable by the children unaided. To encourage the children to attempt to spell words for themselves, within the range of their phonic knowledge, by building an individual repertoire and the confidence and strategies to attempt the unfamiliar. To help the children to apply the skill of blending phonemes in order to read words. Fhousden/reading/phonicspolicy2010 Page 1 of 8 To help the children to segment words into their constituent phonemes in order to spell words. To learn that the blending and segmenting of words are reversible processes. To teach the children that phonemes should be blended from left to right through the complete word, in order for it to be read. Delivery of Phonics The teaching of phonics follows the Letters and Sounds scheme and the LCP planning scheme is available on the server. Initial sounds are to be taught in a specific order. Sounds taught should be ‘pure’ ie ‘b’, not ‘buh’ as this is central to phonic teaching and ability to recognise sounds in words. Blends are to be declustered. eg bl is two specific sounds. Children are to be taught that the number of graphemes in a word always corresponds to the number of phonemes. This greatly aids spelling. Set 2 sounds are to be taught after Set 1 (initial sounds) Letter names are to be introduced with Set 3. All lessons follow the same pattern – revisit, teach, practise, apply. Revisit – High frequency words or previously taught gpcs Teach – New sound or high frequency words Practise – Practise the new sound/words Apply – reading or writing sentences linked to the taught part of the session. This can be done in either the Phonic or Literacy lesson. Organisation On entry to Reception, children are assessed as to their phonic knowledge. Where possible, children are taught in ability groups. Phonic work will be taught outside the daily Literacy lessons. Multi-sensory activities will be included in the teaching of phonics so that various teaching styles can be encompassed. Reading and spelling will begin with CVC words and progress to vowel sounds. ICT opportunities are used where appropriate. Fhousden/reading/phonicspolicy2010 Page 2 of 8 Resources. Letters and Sounds is compatible with most of the present reading schemes used in school i.e. Jelly and Bean, Floppy Phonics. When the children gain in phonic proficiency and confidence they will be able to read the less compatible schemes. Resources for Key Stage One are located in the group room and individual classrooms. Electronic resources are also saved on the server in the Letters and Sounds folder. Assessment. Assessment should be carried out regularly, each half-term, using the assessment proforma in the folder on the server. As a result of assessments, children are enabled to progress at their own pace and according to their own needs. Grouping is flexible and children can be moved groups to match their needs. These assessments are also used to inform the phonics assessment tracker. Inclusion Teachers aim to include all pupils fully in their daily phonic lessons. All children benefit from participating in watching, and listening to, other children demonstrating and explaining their ideas. Equal Opportunities All children have an entitlement to access reading and spelling strategies at an appropriate level and are helped to do this. First Version: December 2010 Fhousden/reading/phonicspolicy2010 Page 3 of 8 Letters and Sounds Phase 1 (This phase starts in nursery and continues throughout all phases 2-6): Working on: Showing awareness of rhyme and alliteration, distinguishing between different sounds in the environment and phonemes, exploring and experimenting with sounds and words and discriminating speech sounds in words. Beginning to orally blend and segment phonemes. NB: NO letter sounds are taught at this stage. Children need to develop their listening skills to distinguish between environmental and other sounds. Phase 2 (Up to 6 weeks. This phase starts in Reception): Overview Working on: Using common consonants and vowels. Blending for reading and segmenting for spelling simple CVC (Consonant – Vowel – Consonant) words e.g. c-a-t. Working on: Knowing that words are constructed from phonemes (sounds) and that phonemes are represented by graphemes (written letters). Letter progression: Set Set Set Set Set 1: 2: 3: 4: 5: s, a, t, p i, n, m, d g, o, c, k ck (clock), e, u, r h, b, f, ff (huff), l, ll (full), Phase 3 (Up to 12 weeks): Overview Children working within this phase will be working on knowing one grapheme for each of the 43 phonemes Working on: Reading and spelling CVC words using letters and short vowels. Letter progression: Set 6: j, v, w, x Set 7: y, z, zz (fizz), qu (quiz) Working on: Reading and spelling CVC words using a wider range of letters, short vowels, some consonant digraphs and double letters. Consonant digraphs (Sounds made up of 2 letters, the first being a consonant) ch (chip), sh (shop), th (that), ng (sing)... of these sets are taught over the course of a week. Working on: Reading and spelling a wide range of CVC words using all letters from phase 2 and less frequent consonant digraphs and some long vowel phonemes. Graphemes: ear (hear) , air (fair), ure (pure), er (hammer), ar Fhousden/reading/phonicspolicy2010 Page 4 of 8 (car), or (torn), ur (turn), ow (cow), oi (coin), ai (train), ee (sheep), igh (night), oa (boat), oo (boot/look) Phase 4 (4 to 6 weeks): Overview No new phonemes or graphemes are introduced in this phase. Children consolidate their knowledge of graphemes in reading and spelling words containing adjacent consonants (e.g. went: w-e-n-t) and polysyllabic words (words with more than one syllable). Working on: Blending adjacent consonants in words and applying this skill when reading unfamiliar texts. Working on: Segmenting adjacent consonants in words and apply this in spelling. Phase 5 (Approximately 1 year. A child making expected progress will be working on this phase during Year 1): Overview Children will broaden their knowledge of graphemes and phonemes for use in reading and spelling. They will new graphemes and alternative pronunciations for these and graphemes they already know, where relevant. Working on: Reading phonically decodable two-syllable and three-syllable words. Working on: Using alternative ways of pronouncing and spelling the graphemes corresponding to the long vowel phonemes. New graphemes for reading: ay (day) oy (boy) wh (when) a-e (make) ou (out) ir (girl) ph (photo) e-e (these) ie (tie) ue (blue) ew (new) i-e (like) ea (eat) aw (saw) oe (toe) o-e (home) ey (honey) au (Paul) u-e (rule) Known graphemes for reading: alternative pronunciations a: hat acorn fast* was e: bed he i: tin find o: hot no u: but unit pull* Known graphemes for reading: alternative pronunciations cont… ow: down low ie: pie field ea: sea head er: fern farmer ou: out soup could mould y: yes my gym happy ch: chin chef school c: cat cell g: got magic ey: they money * In the North of England the grapheme a is pronounced the same as in hat, fast etc. The grapheme u is pronounced the same in but, put etc. New phoneme: zh (vision) Working on: Spelling complex words using phonically plausible attempts. Phase 6 (Approximately 1 year. A child making expected progress will be working on this phase during Year 2): Overview During this phase children become fluent readers and increasingly accurate spellers. To become successful readers, children must understand what they read. They need to learn a range of comprehension strategies and should be Fhousden/reading/phonicspolicy2010 Page 5 of 8 encouraged to reflect upon what their learning. Alternative pronunciations for each of these graphemes apply in the South of England only. Alternative spellings for each phoneme: /c/ (crisp): k ck qu x ch /ch/ (chip): tch /f/ (fin): ph /j/ (jug): g dge /m/ (mug): mb /n/ (not): kn gn /ng/ (sing): n(k) /r/ (red): wr /s/ (so): c sc /sh/ (shop): ch t(ion) ss(ion, ure) s(ion,ure) c(ion,ious,ial) /v/ (vat): ve /w/ (walk): wh /e/ (pet): ea /i/ (hit): y /o/ (got): (w)a /u/ (cup): o (south) /ai/ (train): ay a-e eigh ey ei /ee/ (sleep): ea e-e ie y ey eo /igh/ (night): y ie i-e /oa/ (boat): ow oe o-e o /oo/ (boot): ew ue ui ou /oo/ (book): u oul o (north) /ar/ (car): a (south) /or/ (torn): aw au al our /ur/ (turn): ir er ear /ow/ (cow): ou /oi/ (boil): oy /ear/ (hear): ere eer /air/ (hair): are ear /ure/ (pure): our /er/ (farmer): our e u Over time, children need to develop self-regulated comprehension strategies: Activating prior knowledge Clarifying meanings – with a focus on vocabulary work Generating questions, interrogating the text Constructing mental images during reading Summarising Working on: Recognising phonic irregularities. and becoming more secure with less common grapheme-phoneme correspondences Working on: Applying phonic skills and knowledge to recognise and spell an increasing number of complex words. Addition of suffixes: -s -es -ing -ed -er -est -y -en -ful -ly -ment -ness -en Letter Formation (St.Andrew’s Handwriting Policy, 2009) Children in the early foundation stage will be developing the four basic handwriting movements using gross and fine motor skills. They will be learning through ‘sky writing’, paint, sand etc. as they associate sounds with letter shapes. From Reception onwards we will follow the Charles Cripps scheme, which also reinforces spelling patterns. Letter formation should be taught from Phase 2 onwards. Digraphs/trigraphs should be taught as joined up patterns to help to reinforce the sound. Fhousden/reading/phonicspolicy2010 Page 6 of 8 Children should be taught that the letters of the alphabet fall into four main groups, these are – Long ladder – down and off in another direction such as I, j, l, t u. key letter l One- armed robots – down and retrace upwards such as b, h, k, m, n, p, r. Key letter r Curly caterpillar – anticlockwise round such as c, a, d, e, g, o, q, f, s . Key letter c Zigzags – v, w, x, y, z Each letter should then be introduced in association with its key letter. In effect children should then learn letters as movements rather than visual shapes. Fhousden/reading/phonicspolicy2010 Page 7 of 8 Glossary of Terms: CVC words: Words that consist of a consonant-vowel-consonant as in c-a-t and b-i-g Consonant digraph: A phoneme that is made up of two graphemes, the first of which is a consonant as in ‘wh’ and ‘ng’ Digraphs and trigraphs (and four letter graphemes): A digraph is a two letter grapheme where two letters represent one sound as ‘sh’ in ship. A trigraph is a three letter grapheme where three letters represent one phoneme as ‘igh’ in night. By definition, a four letter grapheme uses four letters to represent one phoneme as ‘eigh’ representing the /ai/ phoneme in eight and weight Grapheme: A symbol of a phoneme, that is, a letter or group of letters representing a sound. There is always the same number of graphemes in a word as phonemes 6 Grapheme-phoneme correspondences (GPCs) and phoneme-grapheme correspondences: We convert graphemes to phonemes when we are reading and phonemes to graphemes when we are spelling. To do this, children need to learn which graphemes correspond to which phonemes and vice versa Phoneme: The smallest unit of sound in a word Phonics: Consists of the knowledge of the skills of segmenting and blending, knowledge of the alphabetic code and an understanding of the principles underpinning the way the code is used in reading and spelling Segmenting and blending: Segmenting and blending are reversible phonic skills. Segmenting consists of breaking words down into their constituent parts to spell. Blending consists of building words from their constituent phonemes to read Split digraphs: A split digraph has a letter that splits, i.e. comes between, the two letters in the digraph as in make, where ‘k’ splits the digraph ‘ae’ which represents the phoneme /ai/ Vowel digraph: A phoneme that is made up of two graphemes, the first of which is a vowel as in ‘ai’ and ‘oy’ (Letters & Sounds, DfES 2007) Fhousden/reading/phonicspolicy2010 Page 8 of 8