Phonics
Woodside Phonics Programme
The aim of the Woodside Phonics Programme is to support the children in becoming confident and successful readers and embracing a love of reading. We do this through the teaching of systematic synthetic phonics. Children are taught to read letters or groups of letters by:
- saying the sound(s) they represent,
- high frequency words (HFW words the children see and encounter often such as “the” or “I”)
- blending (Blending is the skill of joining sounds together to read words. Children are taught to say the separate sounds in a word and to then blend them together to decode the word) ,
- segmenting (Segmenting is the opposite of blending.
- Children are taught to segment a word into its separate sounds in order to spell it)
- accurate letter formation.
At Woodside we believe that by doing this we are equipping the children to learn to read and write independently from an early age.
At Woodside we are combining two key approaches:
- Letters and Sounds
- Read Write Inc
Progression: The progression in which we introduce the phonemes to children will be taken from the Ruth Miskin program, as this links to our reading program in reception and year 1.
Structure: The structure in which we teach phonics will be taking from the Letters and Sounds program.
Letters and Sounds
Letters and sounds provides the structure of the lessons that we teach in phonics.
Revisit - Each lesson begins with a revisit session first. Here we recap previously taught phones and practise reading them in words.
Teach - Then we move onto the teach part of the lesson. During this section we teach the children 5 new phonemes a week and recap how they are formed.
Practise – We then practise sounding the words out to spell them from the new phonemes taught. Apply – Children will apply this new phonics knowledge by reading or writing a sentence.
Nursery and ongoing:
Phase 1 - overview
Read Write Inc
RWI was developed by Ruth Miskin and more information on this can be found at https://ruthmiskin.com/en/find-out-more/parents/. We follow the phoneme (sound) progression of RWI. This is taught in different sets that the children work through at Woodside (From Nursery – Year 1). We also use Read Write Inc to teach the children the letter formation for each letter, these are called the rhymes.
Set 1 Sounds
Set 1 Sounds are taught in the following order together with rhymes to help children form the letters correctly and instantly recognise sounds ready for blending.
|
Set 1 |
|
|
Sound |
Rhyme |
|
m |
Down Maisie then over the two mountains. Maisie, mountain, mountain. |
|
a |
Round the apple, down the leaf. |
|
s |
Slide around the snake |
|
d |
Round the dinosaur's back, up his neck and down to his feet. |
|
t |
Down the tower, across the tower, |
|
i |
Down the insects body, dot for the head. |
|
n |
Down Nobby and over the net. |
|
p |
Down the plait, up and over the pirates face. |
|
g |
Round the girls face, down her hair and give her a curl |
|
o |
All around the orange |
|
c |
Curl around the caterpillar |
|
k |
Down the kangaroos body, tail and leg |
|
u |
Down and under the umbrella, up to the top and down to the puddle |
|
b |
Down the laces, over the toe and touch the heel |
|
f |
Down the stem and draw the leaves |
|
e |
Slice into the egg, go over the top, then under the egg |
|
l |
Down the long leg |
|
h |
Down the horse's head to the hooves and over his back |
|
sh |
Slither down the snake, then down the horse's head to the hooves and over his back |
|
r |
Down the robot's back, then up and curl |
|
j |
Down his body, curl and dot |
|
v |
Down a wing, up a wing |
|
y |
Down a horn, up a horn and under the yak's head. |
|
w |
Down, up, down, up the worm. |
|
th |
Down the tower, across the tower, then down the horse’s head to the hooves and over his back |
|
z |
Zig-zag-zig, down the zip. |
|
ch |
Curl around the caterpillar, , then down the horse's head to the hooves and over his back |
|
qu |
Round the queen’s head, up to her crown, down her hair and curl |
|
x |
Cross down the arm and leg and cross the other way |
|
ng |
A thing on a string |
|
nk |
I think I stink |
Please do not use letter names at this early stage. Please listen to the videos below to hear how to pronounce sounds correctly.
Children will also use pictures for each sound to help recognise the sound and then form the shape of the sound.
Speed sounds set 1
Set 2 Sounds
The children are then taught Set 2 Sounds - the long vowels. When they are very confident with all of set 1 and 2 they are taught Set 3 Sounds.
|
Long vowel sound |
Set 2 Speed Sound cards Teach these first |
Set 3 Speed Sound cards |
|
|
ay |
ay: may I play |
a-e: make a cake |
ai: snail in the rain |
|
ee |
ee: what can you see |
ea: cup of tea |
e: he me we she be |
|
igh |
igh: fly high |
i-e: nice smile |
|
|
ow |
ow: blow the snow |
o-e: phone home |
ao: goat in a boat |
|
oo |
oo: poo at the zoo |
u-e: huge brute |
ew: chew the stew |
|
oo |
oo: look at a book |
|
|
|
ar |
ar: start the car |
|
|
|
or |
or: shut the door |
aw: yawn at dawn |
|
|
air |
air: that’s not fair |
are: share and care |
|
|
ir |
ir: whirl and twirl |
ur: nurse for a purse |
er: a better letter |
|
ou |
ou: shout it out |
ow: brown cow |
|
|
oy |
oy: toy for a boy |
oi: spoil the boy |
|
|
ire |
|
ire: fire fire! |
|
|
ear |
|
ear: hear with your ear |
|
|
ure |
|
ure: sure it’s pure? |
|
Speed sounds set 2 and 3
Order of Story books:
Children will hopefully follow the order listed below. The expectation is that all children will leave Year One as confident speedy readers, ready to take on the challenges of Year Two. However, some children may need extra support and your teacher will talk to you about this.
|
Books |
Year Group Expectations |
Green Words in Books |
|
Red Ditty 1-10 |
Reception |
|
|
Green 1-10 |
Reception |
|
|
Purple 1-10 |
Reception |
|
|
Pink 1-10 |
Reception/Year One |
|
|
Orange 1-12 |
Year One |
|
|
Yellow 1-10 |
Year One |
|
|
Blue 1-10 |
Year One |
|
|
Grey 1-13 |
Year One |
Nonsense words (Alien words)
As well as learning to read and blend real words children will have plenty of opportunities to apply their sound recognition skills on reading ‘Nonsense words’. These words will also feature heavily in the Year One Phonics Screening check in the summer term. Click here for further information on the Screening check.
Guided Reading
Children will be introduced to ‘Ditty books’ when they successfully begin to read single words. The short vowels should be kept short and sharp. Children will then be challenged to use their developing phonic knowledge to write short sentences.
Within all the books children will have red and green words to learn to help them to become speedy readers. Red words are words that are not easily decodable and challenge words to extend children’s vocabulary. Green words are linked to the sounds they have been learning and are easily decodable.
Dots and dashes represent the sound each letter makes.
Once your child has been introduced and taught these words in school we will send them home for you to continue practising with your child.
During the guided reading sessions children will read the book three times and at each new reading they will have plenty of opportunities to practise using their developing comprehension skills. You may have heard your child talking about ‘hold, edit or build a sentence’.
Hold a sentence is an activity that encourages children to remember a whole sentence while focusing on spelling and punctuation.
Build a sentence is to give children the opportunity to create their own sentence to that shows the meaning of a word and edit a sentence allows the children to critique a sentence using their knowledge of spelling punctuation and grammar. Children complete a longer piece of independent writing, which gives them the opportunity to show off their creativity and to practice their spelling, grammar and punctuation.
Home reading books
Your child will be given a reading book based on their reading ability. In order to support their reading development, listen to your child read this book or read this book to your child every day and give lots of praise!
Phonics Screening Check Year One
What is the Year 1 phonics screening check?
The Year 1 phonics screening check is a short, light-touch assessment to confirm whether individual pupils have learnt phonic decoding to an appropriate standard.
It will identify the children who need extra help so they are given support by their school to improve their reading skills. They will then be able to retake the check so that schools can track pupils until they are able to decode.
Further information can be found here.
Useful websites for Parents
Please find a list of websites that you may find useful in helping you and your child learn about phonics. Games and fun activity websites are also included.
http://jollylearning.co.uk/ - Games and information for parents
http://www.phonicsplay.co.uk/ - many games to play
http://www.bbc.co.uk/bitesize/ks1/literacy/phonics/play/ - fun games for the children to play
http://www.ictgames.com/literacy.html - fun games for the children to play
http://www.kenttrustweb.org.uk/kentict/kentict_home.cfm - fun games for the children to play and information for parents
http://www.ngfl-cymru.org.uk/ - fun games for the children to play
http://www.starfall.com/ - fun games for the children to play
http://www.firstschoolyears.com/ - fun games for the children to play
Sparklebox - lots of resources to print off and help you support your child at home
BBC Bitesize - many games to play covering all areas of the curriculum