Phonics Policy and Guidance

Responsibility: Governors

Reviewed: September 2020

Next review date: September 2022

Key legislation: Equality Act 2010 Children Act 1989

This policy should be read in conjunction with:

Exclusion Policy Anti-bullying policy

Special Educational Needs (SEN) Equal Opportunities Policy

Safeguarding and Child Protection Policy Behaviour Policy KCSIE part 1 2020

High Quality phonics teaching secures the crucial skills of word recognition that, once mastered, enable children to read fluently and automatically. This

policy outlines the teaching, organisation and management of phonics.

Aims:

To establish consistent practice, progression and continuity in the teaching and learning of phonics and spelling throughout the school.

To differentiate phonics and spelling according to the needs of pupils, so that that all pupils are given sufficient challenge at a level at which they

can experience success

To give children word work strategies that will enable them to become fluent readers and confident writers.

These aims will be delivered by:

Quality daily phonics lessons that last between 10-30 minutes, Nursery, Reception and Year 1. Year 2 will begin with phonics and then move to

daily spelling sessions along with KS2.

Careful differentiation for all ability groups, addressing the needs of children with special educational needs, including children working above

Age Related Expectations based on ongoing formative assessment and teacher judgement.

Well planned interactive lessons, delivered at a brisk pace, that keep children engaged and focused.

Opportunities to reinforce and apply acquired phonic knowledge and skills across the curriculum.

The teaching of phonics at our school will follow the teaching sequence set out in Letters and Sounds.

Early Years – Nursery and Reception

In the foundation stage, classes are organised to promote social skills and the development of literacy, language and communication.

Nursery will focus on ensuring all children start reception with a solid foundation in Phase 1.

Children in reception will work towards achieving the objectives of the Early Learning Goals for language and literacy during reception.

High quality phonics sessions will be taught daily in Reception. All children are taught at ARE level and then will have follow up work which

will allow them to focus in their next steps of learning.

Home reading books: Discussion pictures/ objects will be sent home, to support the development of children’s language before they can

blend. Decodable books will be sent home with the children as and when they are blending.

Key Stage 1

Phonics is taught every day in Key Stage one as a whole class. Teaching and learning activities are differentiated, according to the various

achievement levels within the class (as and when year two children we will move away from pure phonics lessons to integrated spelling

strategies with in the literacy session).

Classes are taught using the review, plan, teach apply method as suggested in Letters and Sounds to ensure high quality teaching.

Pupils who need extra support will be identified and targeted for intervention strategies, if necessary.

Phonic work will taught discreetly and will also be incorporated into daily English lessons.

Multi-sensory activities will be include in the teaching of phonics.

ICT opportunities will be included where appropriate.

For Year 2 children who did not achieve their Year1 phonics screening - will have an opportunity to repeat this in Year2.

Children will take home books to read and share with their families each week and will move to using ‘Accelerated Reader’ when they have

confidently completed ‘gold’ level texts.

Key Stage 2

For those children who have not made the necessary progress through the phases, the teaching of phonics using Letters and Sounds/ RWI

interventions will be incorporated into interventions.

Phonics/ spelling is taught throughout KS2 as part of daily English lessons (KS2 uses the RWI spelling scheme)

The spelling of high and medium frequency words are revisited regularly throughout the school.

Years 3-6 will use the reading scheme Accelerated reader and provision will be adapted for children working at a lower level.

Reading books are shared between home and school – regularly monitored by the class teacher

Classroom Environment

In Foundation Stage and Key Stage 1 the classroom environment should have age appropriate displays concentrating on both sounds and

high frequency words.

Where possible classes should provide opportunities to develop phonics skills in reading areas and continuous provision.

Planning and Assessment

All Planning will follow a structured, consistent format review, plan, teach, apply method, as suggested by the Letters and Sounds scheme, to

ensure progression and effective high quality teaching (see attached appendix)

Teacher’s assessment of individual children will inform the rate at which their children are able to progress through the phases.

Phonics assessment is completed termly to help inform the children’s next steps and teachers planning (see attached appendix)

Year 1 phonics Screening Test (repeated for Year 2 children who did not achieve it the first time.)

Inclusion and Intervention

It is our aim to give every child the opportunity to experience success in learning and to be the best that they can be. We understand that

some pupils will have specific learning and assessment requirements.

Teachers strategies are planned to make lessons and the learning environment more conductive for children with specific needs.

Teachers aim to include all pupils fully in their daily phonic lessons.

Differentiated work, appropriate to the individual needs is provided throughout the phonics lessons and additional adult support, where

possible.

The class teacher manages the arrangement of phonic interventions for individuals whom need it – which delivered by skilled teaching

assistants.

RWI phonics 1:1

Equal Opportunities

All children have an entitlement to access reading and spelling strategies at an appropriate level and are help to do this.

Parental Engagements Opportunities

When children start in Reception their parents/ carers have an opportunity to attend an ‘Introduction To Phonics’ workshop, where they are

introduced to phonics and how it is taught within our setting.

Later in year parents also have the opportunity to join their child for a phonics lesson. This enables them to see how it progresses and how

they can help their children further at home.

When Children start Year One their parents/ carers have an opportunity to attend a ‘Moving on in Phonics’ workshop, where they can see

how we develop phonic skills in KS1.

Sound and action videos for parents are shared on Tapestry and the website to support them when working at home with their children.

Appendix:

1. ARE Progression Ladder

2. Sight Words Progression for each Phonic Phase

3. Sound Charts

4. Planning Example (planning for each phase can be found on the ‘o’ drive)

5. Phonics Class Attainment Grid (to be filled out by Reception, Year 1 and Year 2 – termly)

6. Nursery Phase one assessment sheet

7. Example of phase two assessment sheet – ph.3,4,5 are similar

8. Sound cards and actions/ Rhymes

Appendix 1: Avishayes Primary School and Early Years Phonics and Spelling Progression

Year Autumn 1st Autumn 2nd Spring 1st Spring 2nd Summer 1st Summer 2nd

N Phase 1 Aspects 1-7

R Continue aspects of phase 1 throughout the year through song and rhyme

Phase 2 6 weeks introduce first 19 new sounds Following 6 weeks recap new sounds Blend separate sounds together Segment whole words in to separate sounds Phase 2 high frequency words

Phase 3 6 weeks introduce new sounds and recap previously taught sounds. Following weeks recap phase 2 and phase 3 sounds. Blend and segment sounds represented by single letters and graphemes. Introduce high frequency words from phase 3 recap reading and spelling phase 2.

Phase 4 6 weeks No new grapheme –phonemes to introduce Concentrate on blending and segmenting adjacent consonants with phase 2 and 3 phonemes. Teach phase 4 high frequency words to read. Spell phase 3 words

Revise all aspects of phase 2-4 High frequency word reading phase 2-4 Spelling phase 2-4

1 Continue aspects of phase 1 throughout the year through song and rhyme

1-2 weeks revision of phases 3-4 Phase 5 part a Phase 5 high frequency words to read Spell phase 4 words

Phase 5 part b Phase 5 words to read and spell

Phase 5 part c Phase 5 words to read and spell Divison of words in to syllables

Phase 5 part c Teach adding s and es to words ( plural of nouns and the third person singular of verbs)

Revise and recap necessary gaps. Teach spelling of endings ing, ed, er to verbs where no change is needed to the root word. Teach adding er, and est to the end of adjectives where no change is needed to the root word.

2 Weeks 1-2 revise and recap phase 2-5 Long vowel phonemes ai, ee, igh oa, ue and alternatives. Include - y- making ee or igh most commonly y ( sky, cry, dry, reply, July)

- Long e sound spelt ey ( donkey, key)

Homophones- Here/hear See/sea Bare/bear

Continue to recap phase 5 alternative spellings for graphemes and alternative pronunciations within different spelling rules and patterns Teach spellings on common exception words and next 200 words

The or sound spelt as all – (all, ball, call, walk, talk, always) The j sound spelt as ge, dge, and sometimes g if within words followed by i, e, y. Past tense Rules of adding ed, d to words ending in y, e and single consonant. Adding es to nouns and verbs ending in –y ( cries, flies) Homophones one/won Sun/son

The s sound spelt c before e, i and y. Adding ing, er and est to a root word ending in y (copier,happiest, skiing) ( y normally stays if crying, copying) Adding -ing,- er,- est and -y to a root word ending in e ( shiny, hiking, nicest) Adding –ing, -er, -est and –y to words ending with one consonant after a short vowel. ( patting, saddest, runner).

The n sound spelt kn and less often gn if at the beginning of words. The l sound spelt le, el, al at the end of words ( table, middle, camel, tunnel, metal, pedal) The o sound spelt a after w or qu. The er sound spelt or after w. The or sound spelt ar after w. Words ending in -tion Homophones Knight/night Be/bee To/two/too Blue/blew

The r sound spelt wr at the beginning of words The z sound spelt s ( usual, treasure) The suffixes -ment -ful -ness -less -ly Possessive apostrophe ( singular nouns)

Contractions ( can’t, didn’t, hasn’t) Homophones There, their, they’re Revise where gaps are seen from children’s books.

Appendix 2: Sight Words Progression

Set 2: I no go the into to

Set 3:

Set 3a Set 3b

he she we me be you

are her was all they my

Set 4: said have like so do some come

little one were there what when out

Set 5: oh Mrs people their called

Mr looked asked could

Set 6: Phase 5 Sounds Saw make time made day

about here says came house

Set 7: by your put push

pull full our I’m children

Set 8: very today don’t friend love once where school because

Set 9: Monday Tuesday Wednesday Thursday Friday Saturday Sunday

Set 10: One Two Three Four Five Six Seven Eight Nine Ten

Appendix 3: Reception / Year 1 Sound Chart

Consonants: stretch

f ff

l ll le

m mm mb

n r s ss se ce

v z sh th ng nk

Consonants: bounce

b bb

c k ck

d dd

g gg

h j ge

p qu t w x y ch

Vowels

a e i o u ay ai

ee ea y

igh ow oa

oo ew

oo ar or air are

ir ur

ou ow

oy oi

ire ear ure

Year1/2 Sound Chart

Appendix 4: Example Planning

Phase 3 Week 3: sh ch th ng Practise all previously learned GPCs Teach the four consonant digraphs p81 Point to the letters in the alphabet while singing alphabet song p80 Practise blending for reading p 85-88 Practise segmentation for spelling p88-91 Teach reading the tricky words he, she p91-93 Practise reading and spelling high frequency words. Practise reading two-syllable words p94 Practise reading captions and sentences p 95-98 Practise writing captions and sentences p95-98 Session 1 Session 2 Session 3 Session 4 Session 5

Revisit/

Review

Recall all previously learned

PGCs. Sing alphabet song p

80 and point to letters

Read through high frequency

words so far p92

Recall all previously learned

PGCs. Sing alphabet song p 80

and point to letters

Read through high frequency

words so far p92

Recall all previously learned

PGCs. Sing alphabet song p 80

and point to letters

Read through high frequency

words so far p92

Recall all previously learned

PGCs. Sing alphabet song p 80

and point to letters

Read through high frequency

words so far p92

Recall all

previously

learned PGCs.

Sing alphabet

song p 80 and

point to letters

Read through

high frequency

words so far p92

Teach Teach ‘sh’ using Jolly Phonics

(see also p78)

Teach reading ‘he’, ‘she’ p 91

Teach ‘ch’ using Jolly phonics

Teach reading ‘he’, ‘she’

Teach ‘th’ using Jolly Phonics

Teach reading ‘he’, ‘she’

Teach ‘ng’ using Jolly Phonics

Teach reading ‘he’, ‘she’

Captions from

page 101

practise reading

and writing

Practise Segmenting for spelling:

Phoneme frame: shop, ship,

fish, shell, shed

Blending for reading: Sound

buttons and lines

Shock, cash, bash, rush

Segmenting for spelling:

Phoneme frame- chop, chin,

chuck, chill

Blending for reading:

Countdown p 86 much, chick,

check, chug, such

Segmenting for spelling:

Phoneme frame then, them,

that, this, with

Blending for reading: Sentence

substitution p 86/ 104

Segmenting for spelling:

Phoneme frame – long, sang,

ping-pong, ring

Blending for reading: Matching

words and pictures p87 king,

ring, sing

Catch up time!

Apply Write a caption for puppet

I am in such a rush to get to

the shops

Help puppet read:

A man is rich if he has lots of

cash

Write a caption for puppet

A moth can be fat but its wings

are thin

Help puppet read

Sing a song to me

Assessment

Give the sound when shown all or most Phase 2 and 3 graphemes.

Find all/ most Phase 2 and 3 graphemes, from a display, when given the sound.

Be able to blend and read CVC words (ie single-syllable words consisting of Phase 2 and 3 graphemes)

Be able to segment and make a phonetically plausible attempt as spelling CVC words (ie single-syllable words consisting of Phase 2 and 3 graphemes)

Be able to read tricky words he, she, we, me, be, was, my, you, her, they, all, are

Be able to spell the tricky words the, to, I no, go

Write each letter correctly when following a model.

Appendix 5 Example Date: Phonics Class Assessment Grid

Phase 2 Phase 3 Phase 4 Phase 5 Phase 6

W W

S W S W S W S W S

Names Darcey * Bailey Barclee Tyler Gordon Millie * Kaiden * Taylor Astra Jenson *

Alesia Cintia Alex Sofia * Elainy Liwia Paulina Trinity Tilli * Joshua Vasco Summer Skye Theo Phoebe *

Sam

No. of chn achieved

*higher of group 10

*lower of group 15

1

% of children achieved

39% 58% 3%

Total at ARE or above:

Target secure phase 2 by end of February Target secure phase 3 by end of Spring term Target Working within phase 4 by end of Spring term

Appendix 6 : Nursery Assessment sheet

Assessment For Learning - Look Listen and Note –Aspect 1: General Sound Discrimination – Environmental Sounds (pages 9 – 13) Start to show the skills needed for listening. Show increasing body control (sitting properly).

Tuning into Sounds I can recall the sounds that I have heard I can discriminate between sounds I can describe the sounds that I hear

Listening and remembering sounds I can describe what I see I can identify animals and imitate their sound I am adding new words to my vocabulary

Talking about sounds I can identify different sounds and place them in a context I can identify similar sounds I can make up sentences to talk about sounds I can join in activities and take turns to participate

Assessment for Learning - Look Listen and Note – Aspect 2 General Sound Discrimination - Instrumental Sounds (pages 15 – 18)

Tuning into Sounds I can identify and name the instruments being played I can listen and respond as the instrument is being played

Listening and remembering sounds I can remember and repeat a rhythm I discriminate and reproduce loud and quiet sounds I am able to start and stop playing at the signal.

Talking about sounds I can choose appropriate words to describe the sounds that they hear (e.g. loud, squeaky, high, low, wobbly) I can match a sound to its source I can express an opinion on what I have heard.

Assessment for Learning - Look Listen and Note – Aspect 3 General Sound Discrimination – Body Percussion (pages 20 – 23)

Tuning into Sounds I can produce contrasts in rhythm, speed and loudness I can join in with words and actions to familiar songs I can articulate words clearly I can keep in time to the beat I can copy the sounds and actions I can make up patterns of sounds.

Listening and remembering sounds I can copy a body percussion sound or pattern of sounds I can identify hidden sounds I can suggest ideas and create new sounds for a story

Talking about sounds I can use language to make different endings to a story I can use a wide vocabulary to talk about sounds I hear I can group sounds according to different criteria (e.g loud, quiet etc)

Assessment for Learning - Look Listen and Note – Aspect 4 Rhythm and rhyme (pages 25 – 29)

Tuning into Sounds I understand the pattern of syllables in words I am using I can sing or chant a rhyming string along with an adult I recognise that some words rhyme I can join in with simple or complex rhythms I can copy a rhythm I can keep to a beat.

Listening and remembering sounds I can recognise rhyming words I can listen and attend to rhyming strings

Talking about sounds I can generate my own rhymes I can complete sentences using appropriate rhyming words I can make a series of words that rhyme.

Name: Phonics Tracking Phase One Letters and Sounds

D.O.B: School Entry Year:

Assessment for Learning - Look Listen and Note – Aspect 5 Alliteration (pages 31 – 34)

Tuning into Sounds I can identify initial sounds of words I can reproduce the initial sounds of words clearly and recognisably I can make up my own alliterative phrases

Listening and remembering sounds I can recall a list of objects beginning with the same sound I can offer my own set of objects or ideas to end a story I can discriminate between sounds and match to objects correctly.

Talking about sounds I can articulate speech sounds clearly I can select an extended range of words that start with the same sound.

Assessment for Learning - Look Listen and Note – Aspect 6 – Voice Sounds (pages 37 – 40)

Tuning into Sounds I can distinguish between the differences in vocal sounds

Listening and remembering sounds I can sustain listening throughout a story I can listen for a target word or character and respond with an appropriate associated speech sound I can remember a sound sequence and produce it when required. I can recognise my own and my friends voices, including a recorded voice

Talking about sounds I can use appropriate vocabulary to talk about different voice and speech sounds.

Assessment for Learning - Look Listen and Note – Aspect 7 – Oral blending and segmenting. (pages 42 – 44)

Tuning into Sounds I can blend phonemes and recognise the whole word I can say the word and identify the object I can blend words that begin with the same initial phoneme.

Listening and remembering sounds I can segment words into phonemes

Talking about sounds I can identify the number of phonemes that make up a given word.

Appendix 7: Example Assessment Sheet

Letters and Sounds – Phonics Assessment

PHASE 2

Grapheme-Phonic Correspondence

s m u

a d r

t g h

p o b

i c f, ff

n k l, ll

ck ss

e

Oral Blending Practise items : c – a – t m – u – m

Word to be spoken by the adult

Tick if correct, if incorrect, record what the child said.

1. m – a – n

2. s – o – ck

3. c – u – p

4. p – e – g

5. f – i – sh

6. h – a – n – d

7. t – e – n – t

8. f – l – a – g

9. s – p – oo – n

10. s – t – a – m - p

Oral Segment Practise items : cat, zip, mum

Words to be spoken by the adult

Tick if correct, if incorrect record exactly what the child says

1. jam

2. zip

3. net

4. dog

5. mint

6. sand

7. gran

8. snack

Name : _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

9. crash

10. dress

Non-word reading

Word Grapheme (e.g. o – g) Reading (e.g. og)

1. og

2. ab

3. liss

4. pim

5. ket

6. hin

7. reb

8. nud

9. cag

10. meck

Decodeable High Frequency Words

read spell read spell

a had

an back

as and

if get

in big

is him

it has

of his

off not

on got

can up

dad mum

but

Tricky High Frequency Words (spell = phase 3)

read spell read spell

the no

to go

I into

Appendix 8: Handwriting Rhymes

To support children with forming their letters correctly.

Letter Image Rhyme

a apple with a leaf to the side Round the apple and down the leaf.

b boot Down the laces to the heel, round the toe.

c caterpillar Curl around the caterpillar.

d dinosaur Round his bottom, up his tall neck and down to his feet.

e egg in an egg cup Lift of the top and scoop out the egg.

f flower Down the stem and draw the leaves.

g girl Round her face, down her hair and give her a curl.

h horse Down the head to the hooves and over his back.

i insect Down his body and a dot for his head.

j Jack-in-the-box Down his body, curl and dot.

k kangaroo Down the kangaroos body, tail and leg.

k kangaroo Down his body, around his tail and kick out for his leg.

l leg Down the long leg.

m A girl next to two mountains Down Maisy, mountain, mountain.

n A boy next to a goal post Down Nobby and over his net.

o orange All around the orange.

p pirate Down his plait and around the pirates head.

q queen Round her face, up past her earrings, down here hair and flick.

r robot Down his back then curl over his arm.

s snake Slither down the snake.

t tower Down the tower, across the tower.

u umbrella next to a puddle Down and under, up to the top and draw the puddle.

v vulture Down a wing, up a wing.

w worm Down, up, down, up.

x Boy making an 'x'shape Down the arm and leg and repeat the other side.

y yak Down a horn, up a horn and under his head/chin.

z zip Zig, zag, zig.