Phonics
How we teach pupils to read
At Rampton Primary School, we use Jolly Phonics to teach phonics from Foundation Stage upwards. Once our children have completed Jolly Phonics Book 3, and their phonics knowledge is secure, spelling lessons will be taught where the children will taught spelling rules and be given more challenging common exception words.
Spoken English is generally thought to use 44 sounds, or 'phonemes'. Twenty of these are vowel sounds and 24 are consonant sounds. A phoneme is the smallest unit of sound in a word for example c- a -t in cat or sh-o-p in shop. In some words we blend two or three single sounds and say them together very quickly as in bl, cr, dr, gl thr etc. Children need to understand that these count as separate sounds. In other words we find digraphs: this is when two letters represent one new sound: e.g. c and h saying ch as in chop or o and a saying o as in coat. Similarly, a trigraph is when we have three letters representing one new sound:
e.g. a, i and r saying air in fair.
Reading books are organised into book banded colour groups. The book band boxes contain a wide range of books including Oxford Reading Tree, Collins Big Cats and others to supplement the range of choice. Pupils can select any book from their band colour to read at home and in school. Staff regularly assess pupils’ reading through reading comprehension activities, guided reading sessions, reading across the curriculum and individual reading times. Progress through the bands is carefully monitored to ensure that pupils are challenged appropriately.
Early Reading Long Term Plan EYFS/Year 1
|
| Foundation Stage 1 | Foundation Stage 2 | Year 1 |
Autumn 1 | 1 |
| Jolly Phonics Book 1 (s page 2, a page 3) | Baseline phonics assessment Jolly Phonics book 3 (ph page 2, tricky words any, many page 3) |
2 |
| (t page 4, I page 5) | (words and sentences page 4, soft c page 5, tricky words more, before page 6) | |
3 | Phase 1 | (p page 6, n page 7) | (words and sentences page 7, soft g page 8, tricky words other were page 9) | |
4 | Phase 1 | (c, k page 8, e page 9) | (words and sentences page 10, ai, a_e ay page 11) | |
5 | Phase 1 | (h page 10, r page 11, m page 12) | (recap ai, a_e and ay page 11, tricky words because, want page 12, words and sentences page 13) | |
6 | Phase 1 | (d page 13, g page 14, o, page 15) | Assessment | |
Autumn 2 | 1 | Phase 1 | (u page 16, l page 17) | (ee, e_e, ea page 14, tricky words saw, put page 15) |
2 | Phase 1 | (f page 18, b page 19) | (words and sentences page 16, y, igh page 17) | |
3 | Phase 1 | (ai page 20, j page 21) | (ie, i_e page 17, tricky words could, should, would page 18) | |
4 | Phase 1 | (oa page 22, ie page 23) | (words and sentences page 19, oa, o_e ow page 20) | |
5 | Phase 1 | (ee page 24, or, zz page 25) | (tricky words right, two, four page 21, words and sentences page 22, ue page 23) | |
6 | Phase 1 | (w page 26, ng page 27) | (u_e, ew page 23, Phonics screening assessment) | |
7 | Phase 1 | Revisit all | Revisit all | |
Spring 1 | 1 | Phase 1 | (v page 28, oo page 29, y page 30) | (Tricky words goes, does page 24, words and sentences page 25, ou page 26) |
2 | Phase 1 | (x page 31, ch page 32, sh page 33) | (ow page 26, tricky words made, their page 27, words and sentences page 28) | |
3 | Phase 1 | (th page 34, qu page 35, ou page 36) | (oi, oy page 29) | |
4 | Phase 1 | (oi page 37, ue page 38, er page 39) | (tricky words page 30, words and sentences page 31, er page 32) | |
5 | Phase 1 | (ar page 40, further practice pages 41 - 44) | (ir, ur page 32) | |
6 | Phase 1 | (further practice pages 45 to 48) | (tricky words also, of, eight page 33, Phonics screening assessment) | |
Spring 2 | 1 | Phase 1 | Jolly Phonics book 2 (alternatives y as ee page 2, revisit satpin page 3, tricky words you and your page 4) | (words and sentences page 34, aw, au page 35) |
2 | Phase 1 | (short vowels page 5, revisit k, e, h, r, m, d page 6, Tricky words – come some page 7) | (al page 35, tricky words love, cover, after page 36) | |
3 | Phase 1 | (ck page 8, revisit g, o, u, l, f, b page 9, tricky words said, here, there page 10) | (words and sentences page 37, air page 38) | |
4 | Phase 1 | (double letters page 11, revisit ai, oa, ie, ee, or page 12, tricky word they page 13) | (ear, are page 38) | |
5 | Phase 1 | Phase 5 (magic e page 14, revisit z, w, v page 15, tricky words go, so, no page 16) | (tricky words page 39, words and sentences page 40) | |
6 | Phase 1 | (long vowels page 17, revisit y, q x page 18, tricky words one, by page 19) | Phonics screening assessment | |
Summer 1 | 1 | Phase 1 | (ay, ai, oi and oy page 20, capital letters page 21, tricky words only, old page 22) | (alternatives a, e, I, o, u p41 read write and revise p42,) |
2 | Phase 1 | (ea, ee page 23, practice b and d page 24, tricky words like, have page 25) | (read, write and revise oa and ng p43, read write and revise oo p43) | |
3 | Phase 1 | (y, ie, igh page 26, recap r, n, m h page 27, tricky words live, give page 28) | (read, write and revise ie, ee, ue p44) | |
4 | Phase 1 | (ow, oa and ou page 29, recap c, a, d, o, g page 30, tricky words little and down page 31) | (read, write and revise sh, ch, th p44) | |
5 | Phase 1 | (ir, ur, er page 32, recap b, d, h, k, l page 33, tricky words what, when page 34) | (read, write and revise er, ar, ai p45) | |
6 | Phase 1 | (ew, ue page 35, recap f, g, j, p, q page 36, tricky words why, where page 37) | (read, write and revise oi, ou p45) | |
Summer 2 | 1 | Phase 2, (s, a) | (aw, au, al page 38, recap e, z, s. v, w page 39, tricky words who, which page 40) | (tricky words p46, 47, 48) |
2 | Phase 2, (t, p) | Assessments | Phonics screening test | |
3 | Phase 2, (I, n) | Extension activities pages 41 - 42 | Revisit all | |
4 | Phase 2, (m, d) | Extension activities pages 43 - 44 | Revisit all | |
5 | Phase 2, (g, o) | Extension activities pages 45 - 46 | Revisit all | |
6 | Phase 2, (c, k) | Extension activities pages 47 - 48 | Assessment | |
7 | Assessment | Assessment | Assessment |
Those children who may struggle to access phonics, are supported through interventions such as Switch-on-Reading, Precision Teaching and Whole Word Reading. We observe and conduct regular informal assessments to identify pupils who may have problems with their working memory and therefore find phonics difficult. We recognise the importance of a child's cognitive load and support children to concentrate on intrinsic load, removing as much extraneous load as possible when necessary. We use chunking, pre and post teaching activities, 'worked examples' and a growth mindset approach to support all our pupils.