TEACHING AND LEARNING PHONICS AT Bonners ce PRIMARY SCHOOL & nURSERY
Every day the children between 20 – 30 minute sessions of phonics.
Fast paced approach.
We use an approved phonics teaching programme Rhino Readers to support the teaching of phonics.
There are 6 phonics phases which the children work through.
- 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.
Level 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.
Level 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
Level 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
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.
Learning to read should be fun for both children and parents.