1. Progression in Phonics
Bledlow Ridge School
Progression in Phonics
Monday 3rd October 2016

2. What is ‘Phonics’?
Phonics is a method of teaching children to read by associating letters with their sounds.
We can identify 44 phonemes in the English speech but only 26 letters in the alphabet to represent those sounds for the writing process.

3. Why do we teach Phonics? Phonics will help your child to:
Phonics will help your child to:
Tune into sounds
Recognise letters
Read
Spell
Decode words

4. Key Points
Sounds are discrete. Correct pronunciation is very important.
All children learn at a different pace and it can take a while, before children grasp the skills of blending and segmenting.

5. How do we teach Phonics?
We use the Oxford Reading Tree scheme developed by phonics consultant Debbie Hepplewhite- ‘Floppy’s Phonics Sounds and Letters Programme’.
It is a daily session.
Children learn between 2 to 4 sounds a week. The fifth day is a recap and review day.
The final week of every half term we assess and review.
We revisit any sounds that the majority of children need extra input on. It is vital that they are secure with their sounds.

6. Progression R 1 Environmental sounds 1+
Year
Stage
Sounds R 1
Environmental sounds 1+
s a t p i n m d g o c k ck e u r h b f ff l ll le ss 2
j v w x y z zz qu ch sh th th ng dge ve wh cks tch nk
R/1 3
ai ee igh oa oo oo ar or ur ow oi ear air er er ue ue ure ture

7. Progression R/1 4 ay oy ea ie ow ew ew ou ir aw eer are ce ea o ed ed
Year
Stage
Sounds
R/1 4
ay oy ea ie ow ew ew ou ir aw eer are ce ea o ed ed
1/2 5
Eigh ey a a-e ae e ey e-e ie I i-e o oe o-e ough eau se ce ci cy sc st ge gi gy ge el al il u u-e eu u-e o ou ui u ough our au ai war quar ear wor ou our re al s a si ge u ph gh ch ch ie wa alt ti ci ssi sci gu gue gh ere ier ear ere nn kn gn rr wr rh mm mb mn qu que ore oor oar augh ough

8. What does a session look like in Class 1?
What does a session look like in Class 1?

9. What does a session look like in Class 2?
What does a session look like in Class 2?

10. Phonics in Year 2
Year 2 phonics builds on the strong foundations of learning laid in the EYFS and Year 1.

11. Phonics in Year 2 At the start of Year 2 many pupils will be able to
At the start of Year 2 many pupils will be able to
read all common graphemes
read unfamiliar words containing these graphemes, accurately and without undue hesitation, by sounding them out
read many common words containing GPCs taught so far [e.g., shout, hand) without needing to blend the sounds out loud first
read common exception words [for example, you, could, many, or people)
spell correctly many of the words covered in year 1
make phonically plausible attempts to spell words they have not yet learnt

12. Phonics in Year 2
Phonics sessions continue throughout Year 2 with the aim of children becoming fluent readers and accurate spellers.
The national curriculum sets out the following statutory requirements for Year 2 children as part of their English programme of study:

13. Phonics in Year 2 Reading – Word reading Statutory requirements
Reading – Word reading
Statutory requirements
Pupils should be taught to:
continue to apply phonic knowledge and skills as the route to decode words until automatic decoding has become embedded and reading is fluent
read accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising alternative sounds for graphemes
read accurately words of two or more syllables that contain the same graphemes as above
read words containing common suffixes
read further common exception words, noting unusual correspondences between spelling and sound and where these occur in the word
read most words quickly and accurately, without overt sounding and blending, when they have been frequently encountered
read aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation
re-read these books to build up their fluency and confidence in word reading.

14. Phonics in Year 2 Writing – transcription Statutory requirements
Writing – transcription
Statutory requirements
Pupils should be taught to spell by:
segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly
earning new ways of spelling phonemes for which one or more spellings are already known, and learn some words with each spelling, including a few common homophones
learning to spell common exception words
learning to spell more words with contracted forms
learning the possessive apostrophe (singular) [for example, the girl’s book]
distinguishing between homophones and near-homophones
add suffixes to spell longer words, including –ment, –ness, –ful, –less, –ly English – key stages 1 and 2 20 Statutory requirements
apply spelling rules and guidance, as listed in English Appendix 1
write from memory simple sentences dictated by the teacher that include words using the GPCs, common exception words and punctuation taught so far.

15. Phonics in Year 2
We have a designated phonics and spelling session daily in Year 2.
We continue to use the Oxford Reading Tree scheme developed by phonics consultant Debbie Hepplewhite.
In addition draw on a variety of quality resources such as:
Discovery Education – short phonics clips and games
Phoneme spotter stories
Rising Stars spelling scheme

16. Phonics in Year 2 
The children read accurately by blending the sounds in words that contain the graphemes taught so far, but also begin to learn alternative sounds for graphemes

17. Phonics in Year 2
As their ability to decode and read progresses the children are taught :
to monitor what they read, check that the word they have decoded fits in with what else they have read and makes sense in the context of what they already know about the topic.
to find the meanings of new words they have read accurately but perhaps don’t understand
to use morphology (such as prefixes) to work out unknown words.

18. Phonics in Year 2 
The children learn new ways of spelling phonemes for which one or more spellings are already known.

19. Phonics in Year 2
It is important to recognise that pupils begin to meet extra challenges in terms of spelling during year 2.
The school has invested in a new scheme throughout school to support the teaching of spelling.

20. Phonics in Year 2 Children are required to:
Children are required to:
learn to spell common exception words
learn spellings that reflect old pronunciations (wr, gn, kn)
learn to spell more words with contracted forms
learn the possessive apostrophe (singular) [for example, the girl’s book]
distinguish between homophones and near-homophones
add suffixes to spell longer words, including –ment, –ness, –ful, –less, –ly
use prefixes and suffixes, e.g. ‘in-’ and ‘-ed’

21. Phonics in Year 2 Memory strategies for high frequency or topic words
Memory strategies for high frequency or topic words
Proof-reading
How to use a dictionary
Dictation

22. Phonics in Year 2
Any questions?

23. Phonics Test
Every Year 1 child in the country will be taking the phonics screening check in the same week in June.
The aim of the check is to ensure that all children are able to read by the end of Year 2.
This ‘midpoint check’ will ensure that we have a clear understanding of what the children need to learn in Year 2.

24. Expectations
The check is very similar to tasks the children will have already complete during phonics lessons.
Children will be asked to ‘sound out’ a word and blend the sounds together.eg d-o-g - dog
The focus of the check is to see which sounds the children know and therefore the children will be asked to read made up ‘nonsense’ words.
This is not a reading test!

25. Examples of words

26. Examples of words

27. Administration
Mrs Mace will conduct all of the screening checks with the children.
The children will complete the check, one to one , in a quiet area of the school.
We are not permitted to indicate to the children at the time whether they have correctly sounded out and / or blended the word.

28. Results
The school will inform you of whether your child falls below or within a national standard (the threshold being determined by DfE).
Results will be reported in the pupils’ annual reports in July. WT means working towards the required standard. WA means working at the required standard.
If your child does fall below the expected standard, they will re-take the phonics screening check in Y2.

29. When?
The screening will take place throughout the week beginning Monday 12th June 2016.
It has been designed so that children of all abilities will be able to take part.

30. And in Year 2?
Anyone who does reach the required standard in Year 1 will be required to retake the test in Year 2.
This is done in the same week as the Year 1 children.
Spelling is also assessed as part of the Spelling, Punctuation and Grammar test that Year 2 take in June as part of their SATs.

31. And in Year 2?

32. And in Year 2?

33. How can you help?
Encourage your child to ‘sound out’ when reading or writing. Focusing particularly on spotting more unusual sound patterns.
e.g.
Digraph - 2 letters making one sound - cow
Trigraphs - 3 letters making one sound - night
Split digraphs - 2 vowels with a consonant in between - spine - i_e

34. How can you help?
Magnetic letters: Buy magnetic letters for your fridge, or for use with a tin tray. Find out which letters have been taught – have fun finding these with your child and place them on the magnetic surface.
Breaking words up: Now do it the other way around: read the word, break the word up and move the letters away, saying: ‘met – m-e-t’.
Both these activities help children to see that reading and spelling are reversible processes.

35. How can you help?
Whiteboards: Spelling is harder than reading words – praise, don’t criticise. Little whiteboards and pens, and magic boards, are a good way for children to try out spellings and practise their handwriting.
Handwriting: For handwriting children need to be well coordinated through their whole body, not just their hands and fingers. Games that help co-ordination include throwing balls at a target, under-arm and over-arm, and bouncing balls – also skipping on the spot, throwing a Frisbee, picking up pebbles from the beach and throwing them into the sea. Have fun!
Words and Sounds book: Five minutes a day practising the high frequency words and phonemes really helps.

36. Useful websites A fantastic App: Mr Thorne does Phonics
A fantastic App: Mr Thorne does Phonics

37. Glossary Phoneme: Smallest identifiable sound of speech.
Phoneme: Smallest identifiable sound of speech.
Vowels: A, E, I, O, and U.
Consonants: Any letter of the alphabet apart from the vowels and ‘y’.
High Frequency Words: Tricky words with unusual spellings e.g. one, was and the.
Grapheme: Written form of a phoneme.
Blending: Building up a word to read a word (decoding).
Segmenting: Breaking up a word to spell a word (encoding).
Digraph- 2 letters making one sound - cow
Trigraphs- 3 letters making one sound - night
Split digraphs- 2 vowels with a consonant in between. Used to be known as the magic e! - spine - i_e

38. are there any questions?
Thank you for coming,
are there any questions?