'Reading is the gateway skill that makes all other learning possible". Barack Obama
Our intention is to enable children to become confident and fluent readers through giving meaning to written symbols.
Phonics is taught every morning in EYFS and Key Stage 1; in Year 2 Phonics has a Spelling focus. Phonics is regularly assessed, observed and adjusted to fit the needs of the children. The books pupils read in Reception, and Year 1 are linked to sounds they are learning and those they need to revise and practice.
Here at Ashton Vale, we teach phonics through Letters and Sounds. ?Letters and Sounds is a national, systematic approach for teaching children to read using phonics. It is split into six phases, from starting to learn about sounds in reception to becoming fluent readers.
The phonic approach encourages us to directly link letters (graphemes) to sounds (phonemes), and to teach children pure sounds like ah, b, k when encountering the alphabet (instead of letter names). So, children learn how to put sounds represented by letters or letter groups (like ch or igh) together to read words in a more straightforward way.
We use the familiar resources from Ruth Miskin’s Read Write Inc. scheme to support our phonics teaching and to help form letters correctly.
Phase 1 supports children's developing speaking and listening skills and linking of sounds and letters. Activities are divided into seven groups:
- Environmental sounds
- Instrumental sounds
- Body percussion
- Rhythm and rhyme
- Voice sounds
- Oral blending and segmenting.
Phase 2 Letters and Sounds
Phase 2 introduces simple letter-sound correspondences. As each set of letters is introduced, children are encouraged to use their new knowledge to sound out and blend words. For example, they will learn to blend the sounds s-a-t to make the word sat.
s, a, t, p
at, a, sat, pat, tap, sap, as
i as in it, is, sit, pit, tip
n as in an, in, nip, pan, nap
m as in am, man, mat, map, Tim
d as in dad, and, sad, dim, Sid
g as in tag, gag, sag, gas, pig
o as in got, on, not, top, dog
c as in can, cot, cop, cap, cod
k as in kid, kit, Kim, Ken
ck as in kick, sack, dock, sick, pocket
e as in get, pet, ten, net, pen
u as in up, mum, run, mug, cup
r as in rip, ram, rat, rocket, carrot
h as in had, him, his, hot, hut
b as in but, big, back, bed, bus
f, ff as in of, if, off, fit, fog, puff
l, ll as in let, leg, lot, bell, doll
ss as in less, hiss, mass, mess, boss
Phase 2 tricky words the, to, no, go, I, into
Phase 3 Letters and Sounds
In Phase 3 children build on the letter-sound correspondences learned in Phase 2. They learn consonant digraphs (sounds made up of two letters together such as ‘ch’ or ‘ll’) and long vowel sounds (such as 'igh' or 'ai').
j as in jet, jam, jog, Jan
v as in van, vet, velvet
w as in wig, will, web
x as in fox, box, six
y as in yes, yet, yell
z as in zip, zig-zag
zz as in buzz, jazz
qu as in quit, quick, liquid
ch as in chip, chat, rich
sh as in shop, shed, fish
th as in thin, moth, that
ng as in ring, thing, song
Vowel digraphs and trigraphs
ai as in rain, tail, aim
ee as in bee, leek, see
igh as in high, sigh, might
oa as in boat, toad, foal
oo as in boot, food, moon
oo as in book, wood, foot
ar as in park, art, car
or as in for, torn, fork
ur as in hurt, fur, surf
ow as in cow, owl, town
oi as in coin, boil, oil
ear as in dear, shear, year
air as in fair, pair, hair
ure as in sure, pure, manure
er as in dinner, summer, letter
Phase 3 tricky words as in he, she, we, me, be, was, you, they, all, are, my, her
Phase 4 Letters and Sounds
Children will consolidate their knowledge during this phase and they will learn to read and spell words which have adjacent consonants, for example trap, strong, milk and crept.
Phase 4 tricky words said, have, like, so, do, some, come, were, there, little, one, when, out, what
Phase 5 Letters and Sounds
Children will learn some new graphemes for reading. They will also be taught alternative pronunciations for known graphemes. For example, they have already learned ow as in cow and will now learn ow as in blow.
In addition, they will learn alternative spellings for known phonemes. For example, the sound /igh/ has been learned as the grapheme igh as in night, but can also be spelled y, ie and i-e.
New graphemes for reading:
ay as in day, play, crayon
ou as in cloud, sound, about
ie as in pie, tie, cried
ea as in sea, meat, read
oy as in toy, enjoy, boy
ir as in bird, shirt, first
ue as in blue, true, glue
aw as in paw, claw, yawn
wh as in wheel, whisper, when
ph as in photo, dolphin, alphabet
ew as in new, crew, flew
oe as in toe, foe, tomatoes
au as in Paul, launch, haul
a-e as in make, game, snake
e-e as in these, Eve, extreme
i-e as in like, time, slide
o-e as in home, bone, pole
u-e as in rule, June, flute
Phase 5 tricky words oh, their, people, Mr, Mrs, looked, called, asked, could
Phase 6 Letters and Sounds
In Phase 6 children will read with increasing fluency. They will have learned most of the common letter-sound correspondences and can read familiar words automatically without needing to sound out and blend. Children will work on spelling, including prefixes and suffixes, doubling and dropping letters, and so on.
Children will leave KS1 able to decode and understand age appropriate books. They will be ready to tackle the reading curriculum of KS2. Most importantly they will be able to decode the words around them and take pleasure in reading and understanding a range of books.
Additional Support for Parents:
Careful pronunciation of the sounds is really important. It will help your child to hear each sound in a word much more easily. This will then help them to read and write that word more accurately.
Our children enjoy learning the sounds and letter formation using the pictures and rhymes in the Read Write Inc scheme.