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Fulwood and Cadley Primary School

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Phonics

Phonics Intent Statement

 

At Fulwood and Cadley Primary School, Phonics is taught so that it is accessible to all: every child knows more, remembers more and understands more. Phonics is a key skill that supports the development of early reading skills.  We combine quality phonic instruction with exposure to a range of texts in our Talk for Reading lessons to provide our pupils with the skills they need to have a successful start to their lives as readers.

 

Using the Letters and Sounds. programme we intend  for our pupils to be able to:

  • Recognise, say and write all phonemes within each phase
  • Use their phonic knowledge to blend and segment phonetically decodable words
  • Use their phonic knowledge to attempt to read and write more complex words
  • Read easily, fluently and with good understanding, age and ability appropriate texts
  • Develop the habit of reading widely and often, for both pleasure and information
  • Write clearly, accurately and coherently, using phonic knowledge

The Teaching of Phonics and Early Reading

This academic year, we will continue to use Letters and Sounds to support our daily teaching of phonics. 

Letters and Sounds is a phonics resource published by the Department for Education and Skills in 2007. It aims to build children's speaking and listening skills in their own right as well as to prepare children for learning to read by developing their phonic knowledge and skills. It sets out a detailed and systematic programme for teaching phonic skills for children starting by the age of five, with the aim of them becoming fluent readers by age seven.

 

There are six overlapping phases

 

Phase

Phonic Knowledge and Skills

Phase One (Nursery/Reception)

Activities are divided into seven aspects, including environmental sounds, instrumental sounds, body sounds, rhythm and rhyme, alliteration, voice sounds and finally oral blending and segmenting.

Phase Two (Reception) up to 6 weeks

Learning 19 letters of the alphabet and one sound for each. Blending sounds together to make words. Segmenting words into their separate sounds. Beginning to read simple captions.
Phase Three (Reception) up to 12 weeksThe remaining 7 letters of the alphabet, one sound for each. Graphemes such as ch, oo, th representing the remaining phonemes not covered by single letters. Reading captions, sentences and questions. On completion of this phase, children will have learnt the "simple code", i.e. one grapheme for each phoneme in the English language.

Phase Four (Reception) 4 to 6 weeks

No new grapheme-phoneme correspondences are taught in this phase. Children learn to blend and segment longer words with adjacent consonants, e.g. swim, clap, jump.
Phase Five (Throughout Year 1)Now we move on to the "complex code". Children learn more graphemes for the phonemes which they already know, plus different ways of pronouncing the graphemes they already know.
Phase Six (Throughout Year 2 and beyond)Working on spelling, including prefixes and suffixes, doubling and dropping letters etc.

 

Pupils in EYFS, Year 1 and Year 2 are taught specific sounds daily, often as a whole class, with some targeted support for individual pupils by the class teacher or teaching assistant. Phonics activities permeate throughout continuous provision in EYFS and Year 1, providing many opportunities for pupils to deepen their understanding and apply their knowledge through various activities. During the summer term in year 1, pupils will take a phonics screening test which assesses their ability to apply what they have learnt. If pupils are successful in passing their phonic screening test, most will progress onto whole class teaching of reading whilst also continuing to develop fluency and speed through targeted 1:1 reading sessions. Pupils who struggle with their phonics screening test will continue to access support through intervention to acquire these key skills. 

 

Our Phonics programme will be reviewed after discussions with our senior leaders, governors and local authority this academic year. More information in relation to any changes will follow. 

 

Here's some of the technical vocabulary explained.

Decoding - To translate printed words to sounds or words for reading

Blend(ing) - to draw individual sounds together to pronounce a word, e.g. s-n-a-p

CVC - Consonant - Vowel - Consonant (cat)

CCVC - Consonant - Consonant - Vowel - Consonant (pram)

Grapheme - Written representation of the sounds

Phoneme - Smallest unit of speech sounds sh/i/p 

Segment(ing)- to split up a word into its individual phonemes in order to spell it.

Encoding - Using individual sounds to build words for spelling. 

Suffix(es) - a unit of letters such as 'ed' 'ing' that are added to a word to change its meaning e.g. play'ed'

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