This Policy was reviewed on June Next Review Date June 2020

Transcription

1 - Phonics Policy This Policy was reviewed on June 2017 Signed Governors J Anderson & G Lees Signed Head Teacher M Battersby Next Review Date June

2 ST SILAS CE PRIMARY SCHOOL EQUAITY AND DIVERSITY POLICY Aim High: Dream Big What is Phonics? 2 Displays 3 Year Group Expectations 4 Sequence of a Daily Session 5 Timescale for each Phase 6 Phase 1 Objectives 7 Phase 2 Objectives 8 Phase 3i Objectives 9 Phase 3ii Objectives 10 Phase 3iii Objectives 11 Phase 4 Objectives 12 Phase 5a Objectives 13 Phase 5b Objectives 14 Phase 5c Objectives 15 Phase 6 Objectives 16 Planning Sheet 17 School Resources 18 Additional Resources 23 Using the Resources 24 Assessment 26 Year Group Tracker 27 Subject Knowledge 28 2

3 WHAT IS PHONICS? Phonics is a way of teaching children to read quickly and skilfully. Phonics teaches children to identify sounds (phonemes) that make up a word and teaches how to write each sound down (grapheme) in order to spell words. During a phonic session, 3 main things are taught. 1. GPCs This stands for grapheme-phoneme correspondences. This means that children are taught all the phonemes in the English language and the ways of writing them down. Sounds are taught in a particular order. The first sounds to be taught are s, a, t, p. 2. Blending This is when children say the phonemes that make up a word and are able to merge these together until they can hear what the word is. This is a vital skill in order to read words. 3. Segmenting This is the opposite of blending. Children here say the word and then break it up into the phonemes that make it up. This is a vital skill in being able to spell words. 3

4 DISPLAYS Classrooms need to have phonics displays up to help children with GPCs, blending and segmenting. Classes must have certain resources displayed at all times. Interactive resources must be used to help children practise. Reception Jolly Phonics train to be displayed once taught. with the grapheme from each carriage to be displayed as an example for children to blend. Sound of the week interactive display. This should include concrete objects which begin with the sound, whiteboards and pens for children to write words containing the sound. Challenges could also be included e.g. find the sound from the magnetic letters, create a word with the sound... find an object which begins with the sound... Tricky word working wall display. Phonics word mats to be used when writing. Year 1 Jolly Phonics Train. Additional sounds to also be displayed when they have been taught. to be included next to each grapheme. Phonics game to play using sounds that the children have learnt. Tricky word working wall display. Phonics word mats to be used when writing. Year 2 Phonics train for those who need it (secret den) GPCs: alternative phonemes. Spellings display. Phonics mats to be used when writing. YEAR GROUP EXPECTATIONS 4

5 Year Expectations Reception 80% of children should be secure at phase 3 of the phonic phases by the end of Reception. Year 1 85% of children should be secure at phase 5 by the end of Year 1. Year 2 Year 2 should be a consolidation of all of the phonic phases. Each session must be multi- sensory with seeing, hearing, doing activities where all are involved. The whole thing must be systematic. Take the opportunities to practise skills like segmenting and blending outside of the phonics sessions. Include them in other literacy sessions e.g. modelled writing, guided reading, cross curricular etc. Guided reading should also take place where phonic skills can also be practised. In reception this could also be linked to continuous provision and do some sessions then to fit them all in. Groups should be constantly reviewed and changed and should also be ability based. SEQUENCE OF A DAILY SESSION 1. Review and Revisit Previous Work 2 minutes 5

6 2. Teach Quick review of previous phonemes. Could be done in different ways e.g. Flashcard Phonemes, Phonemes with actions (Jolly Phonics), Previous Songs etc. 5 minutes Introduce the new phoneme. This could be by using a song / action / riddle / rhyme / story / flashcard. Show the letter formation (Grapheme) in the air or on the board and get the children to copy. Can we think of anything beginning with...., list the words with the phoneme in, sound out the phonemes in the given words. 3. Practise 8 minutes Whole class activity to practise the phoneme being introduced and phonic skills. 4. Apply 5 minutes At this point in the session you apply the phoneme to developing writing skills and reading skills using phonic skills such as segmenting and blending. Put the phoneme into words or in a sentence and use segmenting and blending to read and write. Match the phoneme to the grapheme, making words using the cubes. Other examples include : air writing phonemes to create a word, Drum phonemes, Sound Buttons for word / sentence creation, Yes/No Questions Game, Paired Talk to answer questions, Simple quiz, Missing word sentences sound out the answer, blend highlighted words to read in a piece of text at their level, songbird or big cat story with questions or covered words. TIMESCALE FOR EACH PHASE 6

7 PHASE TIMESCALE 2 Up to 6 weeks 3 12 weeks weeks 5a 4 weeks 5b 4 weeks 5c 22 weeks 6 Throughout Year 2 These are recommendations. Depending on the ability of the children, it may take more or less time. PHASE 1 OBJECTIVES Learning Objective /Skill To REALLY listen and discriminate Aspects General sound discrimination environmental sounds 7 Example Activities (See Letters and Sounds ) Listening walks to listen for sounds in the

8 between sounds. To take part in activities that distinguish between different sounds in the environment and phonemes. To show an awareness of rhyme and alliteration in words. To explore and experiment with sounds and words. General sound discrimination instrumental sounds General sound discrimination body percussion Rhythm and rhyme Alliteration Voice Sounds Oral blending and Segmenting *This stage can continue to run alongside the next phase to keep developing skills. room/outside. Drum outdoors Which instrument? Matching Sounds Action Songs Follow the sound Learning Rhymes/puppets Musical corners Voice sound game I Spy objects ORT Phonics Pack 1 8

9 PHASE 2 OBJECTIVES Learning Objective /Skill Phonemes Tricky (read) High Frequency (Blend and Read) Purpose of the Phase is To teach at least 19 letters and move from oral blending and segmentation to segmenting and blending with letters. To read and spell some VC and CVC words. To learn some high frequency tricky words. Learning Objectives To know that words are constructed from phonemes and that phonemes are represented by graphemes. To know a small selection of common consonants and vowels which they can blend through the word in the order that they appear for reading and segment for spelling cv / cvc words E.g. sit and tap To practise segmenting and blending cvc words for reading and writing. To explore and be able to continue a rhyming string. Begin to form each letter correctly in the air, sand etc when modelled. Order of Phonemes 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 l *Sounds are introduced at appropriate speed for the class/group/individuals ( Recommendation is 4 sounds each week ) I to go no the into it in if at an of off as put can dad had and his him big get back but mum up got PHASE 3i OBJECTIVES not 9

10 Learning Objective /Skill Phonemes Tricky (read) High Frequency (Blend and Read) Purpose of the Phase To teach the next group of phonemes, represented by the graphemes. To practise CVC blending and segmentation and apply the knowledge to reading and spelling simple two-syllable words and captions. To begin to read and spell some tricky words. Learning Objectives To read and spell a few CVC words using a limited range of letters and short vowels. To blend and segment words for reading (blend) and writing (segment). To recognise CVC words and blend the sounds through the word in the order that the phonemes appear. To know the phoneme grapheme correspondences for these words (To be able to attempt to write the words that they sound out and spell). Form some letters correctly when modelled. All of Phase 2 phonemes: Plus: Set 6: j v w x Set 7: y z qu I no go the to into he she we me be was will PHASE 3ii OBJECTIVES 10

11 Learning Objective /Skill Phonemes Tricky (read) High Frequency (Blend and Read) Purpose of the Phase To teach the next group of phonemes, represented by the graphemes. All of Phase 2 and 3i Phonemes he will To practise CVC blending and segmentation and apply the knowledge to reading and spelling simple two-syllable words and captions. To read and spell some tricky words. To learn letter names. Learning Objectives To read and spell a wider range of CVC words using a wider range of letters, short vowels, some consonant digraphs and double letters E.g. bell / chick / shot / hiss / three / buzz / buff / quiz To know the phoneme grapheme correspondences for the CVC words created. Form most letters correctly when writing Plus 3ii Consonant Digraphs: ch sh th ng she we me be was that this then them with PHASE 3iii OBJECTIVES 11

12 Learning Objective /Skill Purpose of the Phase To teach the next group of phonemes, represented by the graphemes. To practise CVC blending and segmentation and apply the knowledge to reading and spelling simple two-syllable words and captions. To read and spell some tricky words. To learn letter names. Learning Objectives To hear and say the identified phonemes in words. To read and spell a wide range of CVC words using all letters and less frequent consonant digraphs ( consonant blends ) and some long vowel phonemes E.g. sheep, boat, pie, train, glue. Blending through the word in the order in which the phonemes appear. To know the phoneme / grapheme representations for identified words. To segment and blend words to read and spell them. Spell tricky words - the, to, go, no, I, into Form each letter correctly when writing Phonemes All Phase 2, 3i and 3ii Phonemes Plus 3iii Phonemes Vowel Digraphs ai ee igh oa oo ar or ur ow oi ear air ure er PHASE 4 OBJECTIVES Tricky (read) he she we me be was are all my you her they High Frequency (Blend and Read) will that this then them with see for now look too down Learning Objective /Skill Phonemes Tricky High Frequency 12

13 (read) (Blend and Read) Purpose of the Phase To consolidate children s knowledge of graphemes in reading and spelling words containing adjacent consonants and polysyllabic words. All Phase 2, 3i, 3ii and 3iii Phonemes said so have like went it s Learning Objectives To blend adjacent consonants in words and apply this skill when reading unfamiliar texts or spelling unfamiliar words To blend and segment polysyllabic words. To spell tricky words he, she, we, me, be, was, my, you, her, they, all, are To form each letter correctly when writing some come were there little one do when children from just help out what PHASE 5a OBJECTIVES Learning Objective /Skill Phonemes Tricky (read) High Frequency (Blend and 13

14 Read) Purpose of the Phase To broaden children s knowledge of phonemes for use in reading and spelling. To learn new graphemes. To become quicker at recognising graphemes and blending the phonemes they represent Learning Objectives To give the sound when shown any grapheme that has been taught To write the common graphemes for any given sound- ai, ay, a-e (though not necessarily all rare alternatives) To segment to spell and blend to read words containing the long vowel phonemes. To form each letter correctly when writing a e ay e-e ea ie i- e oe o e ue u e oy wh ph au aw ew do like little what there out were when have said so some one came make here saw very house about your day made don t old I m come by time PHASE 5b OBJECTIVES Learning Objective /Skill Phonemes Tricky High Frequency (read) (Blend and Read) 14

15 Purpose of the Phase To teach some alternative pronunciations for graphemes. i find c city do like came make Learning Objectives u music little here To write the common graphemes for any given sound- ai, ay, a-e (though not necessarily all rare alternatives) To segment to spell and blend to read words containing the long vowel phonemes. To form each letter correctly when writing To read and spell a larger number of tricky words. Read most of the 100 HF words automatically. ie field er farmer y by, very ou shoulder, could, you o cold g giant ow blow ea bread a what ch school, chef what there out were when have said so some one come saw very house about your day made don t old I m by time PHASE 5c OBJECTIVES Learning Objective /Skill Phonemes Tricky (read) High Frequency (Blend and Read) Purpose of the Phase When spelling words they will learn to choose the appropriate graphemes to represent phonemes and begin to ear- cheer j- bridge m- thumb n-knee do like came make 15

16 build word-specific knowledge of the spellings of words. Learning Objectives To write the common graphemes for any given sound- ai, ay, a-e (though not necessarily all rare alternatives) Use phonic knowledge and skill as prime approach to reading and spelling unfamiliar words, including those that are not completely decodable. Read and spell phonically decodable two-syllable and three-syllable words. Read automatically all words in list of 100 highfrequency words Accurately spell most words in list of 100 high-frequency words Form each letter correctly n-gnome s-scissors or-floor s- castle ch-adventure c- chemist ai- eight ai- break ee-trolley oo-fruit f-cough or- fourteen igh- behind f-laugh o-watch v-loaves oo-should ure-tour s-horse ar-half air-bear r-wrong sh-station er-earth e-bread i-tiny little what there out were when have said so some one come here saw very house about your day made don t old I m by time PHASE 6 OBJECTIVES Learning Objective /Skill Phonemes Tricky (read) High Frequency (Blend and Read) Purpose of the Phase To consolidate children s knowledge of common grapheme / phonemes 16

17 correspondences for use in reading and spelling. To become fluent readers and increasingly accurate spellers. All All All Learning Objectives To apply phonic skills and knowledge to recognise, read and spell an increasing number of complex words. To be secure with the less common grapheme phoneme correspondences E.g. s = zh as in treasure. To recognise phonic irregularities. Introducing and teaching the past tense Investigating and learning how to add suffixes Teaching spelling long words Finding and learning the difficult bits in words PLANNING SHEET This can be found in the Phonics folder in Staff shared. Class: Term: Week: Focus GPCs: Focus HFWs and Tricky words: Day Revisit/ Review Teach Practise Apply Assessment 17

18 Monday Tuesday Wednesday Thursday Friday Resources: SCHOOL RESOURCES Phase 2 Magnetic Letters Phase 3 Magnetic Letters Phase 5 Magnetic Letters 18

19 Phonic Cubes Phase 2 Phonics Kit Phase 3 Phonics Kit Phase 4 Phonics Kit Phase 5 Phonics Kit Phonics Flash Cards 19

20 Giant Grid Board Cards Phonics Play Rhyming Word Games Phoneme Flip Stands Recordable Postcards Jolly Phonics 20

21 Magnetic Letters Letters and Sounds ADDITIONAL RESOURCES Jolly Phonics- handbook, CD, stories, jingles, videos. Phonics resources folder on 'Staff shared' USING THE RESOURCES There are many ways to use each resource for each part of your phonics session. Here are a few examples for a selection of resources we have in school. 1. Phonic cubes Find the grapheme (GPC) Children to create words with the phoneme that has been taught (GPC) Spell the word... (segmenting) 2. Beach balls Say the sound your thumb lands on when you catch the ball (GPC) One child to catch the ball and say the sound- children to write the grapheme down (GPC). Extension: think of a word with that grapheme (segmenting) Look at the words and pictures on the board. Find the word that has that sound in it (blending) 21

22 3. Giant Grid Board Cards Good for the teach, creating words with the sound Good to practise saying the words with sound buttons Yes/No game: real or nonsense words 4. Magnetic letters Find the write letters to make a grapheme Creating words 5. Phoneme flip stands Making words Real or nonsense game ASSESSMENT This should be completed once a term. Phonics Play assessments to be completed in different colours. See below: Reception Year 1 Year 2 Autumn - black Autumn - blue Autumn - orange Spring red Spring pink Spring gold Summer - green Summer purple Summer - silver Data should be put onto your Year Group Tracker and put onto staff shared in the assessment folder. A hard copy of the tracker needs to be handed in to the Phonics Leader and Headteacher. With the help from the phonics leader, use the assessment to regroup and identify children who need additional help. The assessment consists of reading phonemes, writing graphemes, blending words to read and segmenting words to spell. The children are also required to read and spell all 'tricky' words and to read a set of 'high frequency' words. 22

23 The assessment sheets can be found in your assessment folder and are also on the phonicsplay.co.uk website. Please note assessment meetings with the phonics leader will take place before and after assessments. During these meetings, moderation will take place and discussions about children s progress. YEAR GROUP TRACKER PHASES OF PROGRESSION AUTUMN SPRING SUMMER Phase 6 Reading Phase 6 Spelling Learn less common grapheme phoneme correspondences s = zh (treasure) Increasing numbers of more complex words read automatically Recognise phonic irregularities Segment words into phonemes by selecting appropriate grapheme form alternatives Use known spelling conventions magic e Use conventions for adding common suffixes ed, ing, ly, er Develop strategies for independent spelling Phase 5c Know some alternative spellings for phonemes- s (c, sc) air (are, ear) Read and spell phonetically decodable 2/3 syllable words bleating, shopkeeper Read automatically all of the 100 HF words Spell most of 100 HF words Phase 5b Know some alternative pronunciations for graphemes Read tricky words- look, called, asked, could, oh, their, people, Mr, Mrs Spell tricky words some, one, said, come, do, so, were, when, have, their, out, like, little, what Read most of the 100 HF words Phase 5a 5i (a) Give the sound when shown any grapheme that has been taught Write the common graphemes for any given sound ai, ay, a_e Form each letter correctly when writing Phase 4 Say the sound for and recognise all phase 2/3 graphemes Blend, read, segment and spell words containing adjacent consonants spoon, cried, nest Be able to read tricky words some, one, said, come, do, so, were, when, have, their, out, like, little, what Can spell tricky words he, she, we, me, be, was, my, you, her, they, all, are Form each letter correctly when writing Phase 3iii Blend, read, segment and spell a wide range of CVC words using all letters, less frequent consonant digraphs and some long vowel phonemes sheep boat Say the sound for and recognise all phase 2/3 graphemes Graphemes: o ear, air, ure, er, o ar, or, ur, ow, oi, o ai, ee, igh, oa, oo Can read tricky words he, she, we, me, be, was, my, you, her, they, all, are Spell tricky words - the, to, go, no, I, into Form each letter correctly when writing Phase 3ii Blend, read, segment and spell a wider range of CVC words to include short vowels, consonant digraphs and double letters chick, bell Consonant digraphs ch, sh, th, ng Form most letters correctly when writing 23

24 Phase 3i Phase 2 Blend, read, segment and spell some CVC words using some consonants and vowels Set 7: y, z, zz, qu Set 6: j, v, w, x Form some letters correctly when modelled Recognise any phase 2 letter from its sound Give the sound when shown any phase 2 letter Set 5: h, b, f, ff, l, ll, ss Set 4: ck, e, u, r Set 3: g, o, c, k Set 2: I, n, m, d Set 1: s, a, t, p Orally blend and segment VC and then CVC words Can read tricky words the, to, go, no, I, into Begin to form each letter correctly in the air, sand etc when modelled Phase 1 Show awareness of rhyme and alliteration Distinguish between different sounds in the environment and phonemes Explore and experiment with sounds and with words Discriminate speech sounds in words Begin to orally blend and segment phonemes SUBJECT KNOWLEDGE 24