Welcome to the Phonics section. Here we will give you information about phonics and what/how we teach it here at Horton Kirby Primary.
Systematic Synthetic Phonics
Phonics is the key to teaching children how to read and write, providing them with strategies to decode words. The alphabet contains only 26 letters. Spoken English uses about 44 sounds (phonemes). These phonemes are represented by letters.
At Horton Kirby Primary School our children have daily Letter and Sounds lessons to teach reading and writing through a systematic approach. There are six phases that we teach in phonics. We will put the new sounds that we have taught in class in the children’s Pink Phonic Books to go home. Please go through these sounds with your child.
Supporting Phonics at Home
Here are some links to websites which will help your child practise and consolidate their learning from school in a fun way.
Click here for: Mr Thorne on Youtube
Click here for: Teach your monster to read
Click here for: Phonics Play
In EYFS we teach:
Phase 1 – Developing listening and speaking skills. Children are taught:
- Environmental sounds
- Instrumental sounds
- Body percussion
- Voice sounds
Phase 2 – Begin to introduce phonemes and graphemes. We begin with a small selection of common consonants (s, t, p, n) and vowels (a, e, i, o, u) and begin to put them together to read and spell CVC words (consonant, vowel, consonant).
Phase 2 (EYFS)
During Phase 2 children will:
- Use these common consonants and vowels, children will blend them to read and segment them to spell, simple CVC words.
- Understand that words are constructed from phonemes and that phonemes are represented by graphemes.
- 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, ff, l, ll, ss,
Phoneme – When you say the sound.
Grapheme – When you write the sound.
Phase 3 – Introduces 25 new graphemes one at a time.
Children link sounds to letters, naming and sounding the letters of the alphabet. They hear and say sounds in order they occur in the word and read simple words by blending the phonemes from left to right.
Consonant digraphs: ch, sh, th (voiced and unvoiced), ng
Vowel digraphs: ai, ee, oa, oo, ar, or, ur, ow, oi
Digraphs – two letters that make one sound – er
Tri-graphs – three letters that make one sound – igh, ure, ear, air
In Year 1 we revisit Phase 3 and then we introduce:
Phase 4 – We teach children to read and spell words containing adjacent consonants. Children will be able to blend and segment these words and apply this skill when reading and spelling.
Adjacent Consonants – Two or more consonants appearing next to each other.
They move from CVC words (pot, sheep) to CVCC words (pots) and CCVC words (spot) and then CCVCC words (spots). They will also explore polysyllabic words (shampoo, helper).
Polysyllabic – a word which has more than one syllable.
Phase 5 – We teach children alternative spellings for sounds they have already learnt. For example they will learn that the phoneme ‘ai’ can be spelt ‘ay’ ‘ey’ and the split digraph ‘a_e’.
The children will also learn how the phonemes they have already learnt can sometimes be pronounced differently in different words. For example there is a hard ‘c’ sound in ‘cat’ but in the word ‘city’ you would use a soft ‘c’ sound.
By the end of Year 1, children should be able to:
- Say the sound for any grapheme they are shown.
- Write the common graphemes for any given sound (e.g. ‘e,’ ‘ee,’ ‘ea’)
- Use their phonics knowledge to read and spell unfamiliar words of up to three syllables.
- Read all of the 100 high frequency words, and be able to spell most of them.
- Form letters correctly.
In Year 2 we will revisit Phase 5 and then we introduce:
Phase 6 – We do not introduce any new sounds. During this phase, children become fluent readers and increasingly accurate spellers. They will be taught suffixes and prefixes.
If the children need further support in their Phonics when they move into KS2, they will be put in an intervention and will work through the No-nonsense Phonic Programme.
• Provides systematic and rigorous phonics teaching and practice with a rich vocabulary.
• Teaches handwriting linked to the alphabet and to the English alphabetic code.
• Applies and extends phonics to reading and writing cumulative texts, developing language comprehension at the same time.
• Includes high-frequency, tricky words and builds up spelling word banks.
• Covers the national curriculum requirements for phonics and spelling in Years 1 and 2.
• Involves and engages the learner fully and routinely in formative assessment.
Reading Tips for helping your child to enjoy books!
- Encourage your child to pretend to ‘read’ a book before he or she can read words. Encourage children to ‘sound talk’ words they don’t know.
- Schedule a regular time for reading – perhaps when you get home from school or just before bed.
- When you read to your child, make the experience interactive – ask questions about the story, the pictures and what they think of the characters. Use the 5 W’s – who, what, where and when in your questioning. For example: What do you think X might say? What is happening in the picture?
- Ask your children to make predictions about what they think might happen next. Chat about the story and relate to own experiences.
- Check children are reading print from left to right. (Running their finger underneath the text will help.)
- If they make a mistake ask ‘Does that look right?’ ‘What is happening in the picture that could help?’
Phonic Activities to try at home!
- Pink Phonic Books that teachers send home with the sounds your child has learnt in the week. This is good for your child’s sound recognition. Ask them to say the sounds to you before they read their book.
- Actions or gestures – Jolly Phonic songs – YouTube
- What’s is on the tray? – Put the objects on the tray with the sound you are focusing on. Ask your child to remember the objects they can see on the tray. Cover the objects up with a blanket or tea towel. They see if they can remember what was under the tea towel. They could write them down.
- Buried treasure – have a treasure chest and bin. Give your child a coin with a word on it and ask them to read it out loud. They put it in the bin if it is a made up word and in the chest if it is a real word.
- Common word bingo– write 4 common words on a piece of paper, then write them and a few more on to ‘post its’, place in to a bag. The bingo caller says a word then your child crosses it off, if they have a matching one, on their bingo board. Start off with the bingo caller showing them the word, then see if they can identify the word without it being shown.
- North, South, East and West – write 4 words on separate pieces of paper and place them in the 4 corners of your room. You ‘sound talk’ a word or say a sound and your child runs to the correct corner and blends the sounds to read the word. You could have 4 phonemes and you could sound a word and they have to run to the correct corners to spell it out. For example: s-a-t or s-p-l-a-t.
- Countdown– make a list of words. See if your child can sound talk, blend and read them before the time runs out on an egg timer. The words you could use for this game could be your child’s weekly spellings.
Phonics Screening Check
Phonics Information for Parents
Children in Year 1 throughout the country will all be taking part in a Statutory Phonics Screening Check in June. Children in Year 2 will also take the check if they did not achieve the required result when in Year 1 or they have not taken the test before. The phonics screening check is designed to confirm whether individual children have learnt phonic decoding and blending skills to an appropriate standard.
What Happens During the Screening?
The test contains 40 words. Each child will sit one-to-one and read each word aloud to their teacher. The test will take approximately 10 minutes per child, although all children are different and will complete the check at their own pace. The list of words the children read is a combination of 20 real words and 20 pseudo words (nonsense words). The pseudo words will be shown to your child with a picture of an alien. This provides the children with a context for the pseudo word which is independent from any existing vocabulary they may have. Pseudo words are included because they will be new to all pupils; they do not favour children with a good vocabulary knowledge or visual memory of words. We prepare children by introducing them to ‘alien’ words throughout their daily lessons using sounds that they have learnt. The pass mark last year was 32/40.
Phonics Information and documents