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Hurstwood Road, Uckfield, East Sussex TN22 4BB

01825762381

office@bonners.e-sussex.sch.uk

School Hill, London Road, Maresfield, Uckfield, East Sussex

Inspire & Aspire

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School Hill, Maresfield, East Sussex, TN22 2EG

office@bonners.e-sussex.sch.uk

01825 762381

Bonners Church of England

Primary School & Nursery

Inspire & Aspire

TEACHING AND LEARNING PHONICS AT Bonners ce PRIMARY SCHOOL

Phonics

 

At Bonners we use we follow  the DfE-listed, Monster Phonics scheme for children in Reception and Key Stage 1 and as an intervention in Key Stages 1 and 2. The resources are mapped against the Letters and Sounds phases 1-6 and the KS1 Spelling Curriculum.    

Welcome to our Phonics page where you can find lots of fantastic Monster Phonics resources for Reception, Year 1 and Year 2 children.  There are flashcards and Common Exception Word (CEW) resources too.

 

Please scroll down further to find the Monster Phonics stories and colouring sheets.

 

 

Reception Monster Phonics Home Learning Resources

Phonics

 

Phonics is one method we use to teach children how to read and write. It's all about sounds which are called ‘phonemes’. There are 44 phonemes in the English language, which we put together to form words.

Some are represented by one letter, like 'h', and some by two or more, like 'sh' in ship and 'ear' in clear. The written representations are called ‘graphemes’ and some phonemes have more than one grapheme. For example, the underlined sound in treat and cheese is the same but it is spelt differently. What is even trickier is that some graphemes have more than one sound like in shook and soon.  Children are taught the sounds first, then how to match them to letters, and finally how to use the letter sounds for reading and spelling.

 

 

We follow  the DfE-listed, Monster Phonics scheme for children in Reception and Key Stage 1 and as an intervention in Key Stages 1 and 2. The resources are mapped against the Letters and Sounds phases 1-6 and the KS1 Spelling Curriculum.    

 

The colour-coded grapheme system is unique to Monster Phonics; each coloured grapheme is paired with a monster character that makes the same sound to give audio-visual prompts that help children ‘see’ each sound within a word and pronounce it correctly. Our monsters are really sound cues to help children remember how to read and pronounce graphemes.

 

Meet the monsters and characters from Monster Phonics.

 

  

 

 

  

 

 

 

   

 

 

  

 

 

In this section we aim to:

  • share how phonics is taught

  • develop parents’ confidence in helping their children with phonics and reading

  • teach the basics of phonics and some useful phonics terms

  • outline the stages in phonic development

  • give an insight of the Year 1 phonic test

  • give ideas of how you can support your child at home

  • Phonics 

    Each day at school our 15 minute phonics sessions use the Monster Phonics scheme and are supported by the videos of Mr Thorne and his cheeky giraffe Geraldine.

    The day by day overview is below and the log on details for the Monster Phonics website is:

    Username: parents 

    Password: homelearning

  • There is also a good selection of activities and games to support learning on the following websites and many are compatible with tablets:

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    We show the children the powerpoint, videos and other resources and they write the words down on a whiteboard. We encourage them to say the words back to us and reinforce their learning with crosswords, sentence writing including the words they have learned and games. To take their phonics learning outside they could chalk write the words on the ground or use 'magic paintbrush' were they simply use a paintbrush and water to write the words on the ground.

 

 

Daily Phonics

  • Every day the children between 20 – 30 minute sessions of phonics.

  • Fast paced approach.

  • We use a combination of resources including : Monster phonics, Teach your monster to read, Jolly phonics and Letters and Sounds to support the teaching of phonics.

  • There are 6 phonics phases which the children work through at their own pace.

 

Phonic terms

  • Phonemes: The smallest units of sound that are found within a word
  • Grapheme: The spelling of the sound e.g. Th
  • Diagraph: Two letters that make one sound when read
  • Trigraphs: Three letters that make one sound
  • CVC: Stands for consonant, vowel, consonant.
  • Segmenting is breaking up a word into its sounds.
  • Blending : Putting the sounds together to read a word
  • Tricky words: Words that cannot easily be decoded

 

Saying the sounds

Sounds should be articulated clearly and precisely.

 

 

Phase 2: Learning phonemes to read and write simple words

Children will learn their first 19 phonemes: 

Set 1:  s  a  t  p    Set 2:  i   n   m  d

Set 3:  g  o  c  k    Set 4:  ck (as in duck)  e  u  r

Set 5:  h   b  l   f      ff (as in puff)   ll (as in hill)     ss (as in hiss)

 

They will use these phonemes to read and spell simple “consonant-vowel-consonant” (CVC) words: 

sat, tap, dig, duck, rug, puff, hill, hiss

All these words contain 3 phonemes.

 

Phase 3: Learning the long vowel phonemes

Children will enter phase 3 once they know the first 19 phonemes and can blend and segment to read and spell CVC words.

They will learn another 26 phonemes:

j, v, w, x, y, z, zz, qu

ch, sh, th, ng, ai, ee, igh, oa, oo, ar, or, ur, ow, oi, ear, air, ure, er

They will use these phonemes (and the ones from Phase 2) to read and spell words: 

chip, shop, thin, ring, pain, feet, night,   

boat, boot, look, farm, fork, burn,

town, coin, dear, fair, sure

 

Phase 4: Introducing consonant clusters: reading and spelling words with four or more phonemes

Children move into phase 4 when they know all the phonemes from phases 2 and 3 and can use them to read and spell simple words (blending to read and segmenting to spell).

Phase 4 doesn’t introduce any new phonemes. 

It focuses on reading and spelling longer words with the phonemes they already know.

These words have consonant clusters at the beginning:

spot, trip, clap, green, clown

    …or at the end: tent, mend, damp, burnt

          …or at the beginning and end!  trust, spend,  twist

 

Phase 5

Teach new graphemes for reading

ay, ou, ie, ea, oy, ir, ue, aw, wh, ph, ew, oe, au,

a-e, e-e, i-e, o-e, u-e

 

Learn alternative pronunciations of graphemes (the same grapheme can represent more than one phoneme):

Fin/find,  hot/cold,  cat/cent,  got/giant,  but/put, cow/blow,  tie/field,  eat/bread,  farmer/her, hat/what,  yes/by/very,  chin/school/chef, out/shoulder/could/you

 

Teaching the split digraph

How we teach split diagraphs

Some sounds are special friends but misbehave when they are together so they have a letter to keep them apart – a-e, e-e, i-e, o-e, u-e as in cake, phone, huge, smile.

 

YEAR 1 PHONICS SCREENING CHECK

The Year 1 Phonics Screening Check is an assessment to confirm whether pupils have learnt their letter sounds and whether they can use them to decode and read a range of words of increasing phonic complexity.

It is a compulsory requirement that all schools carry out the check.

Class teachers will conduct the phonic check with each Year 1 child in their class on a 1:1 basis.

 

Which words will ‘The Check’ contain?

The check will contain a mixture of real words (dark, phone, stripe, starling, turnip, picture) and non-words or pseudo words (usk, bamph, stort, straip, blurst).

There will be forty words in total. The pass mark changes each year. Last year they needed to score 32 or more out of 40 to ‘pass’.

 

What will 'The Check' look like?

 

How will I find out the results of ‘The Check’?

If the results are known in time they will be in your child’s end of year report, if not a separate notification will be sent.

If your child does not pass, during year 2 they will continue to be supported through targeted interventions. They then re-sit the check with Year 1.

 

 

How can I help my child at home?

How can you help at home?

  • Homework - Please spend time learning spellings, reading and practicing the sounds.
  • When reading with your child encourage them to work out words they do not know by using their sound knowledge to blend words together.
  • If for example the word has an alternative pronunciation e.g. fin - find ask them to read to the end of the sentence to see if they can work out the word.
  • Try not to blend and segment for them.

 

Don’t forget…

Learning to read should be fun for both children and parents.

 

Games to develop Phonic awareness