Teaching Phonics at Rice Lane Primary
At Rice Lane Primary, Phonics are taught through Letters and Sounds, which provides a structured approach to teaching phonics. This is supported with Read, Write inc resources to support letter sound recognition and initial letter formation.
Initial sounds are introduced in Foundation Stage, with opportunities for pupils to practise correct letter formation alongside learning the sounds. These are introduced in a particular order in order allow the children to begin to blend from the early stages:
s, a, t, p, i, n, m, d, g, o, c, k, ck, e, u, r, h, b, f/ ff, l/ll, ss
Children are taught to blend the sounds in words to support their reading and to segment the sounds to support their spelling. They use whiteboard and magnetic letters to support this process.
Children progress onto digraphs eg ch, sh, th and they learn alternative spellings for the various vowel sounds
e.g. ay (as in day), a-e (as in ate), ai (as in paid), ei (as in eight)
Children are taught to identify words which can be blended by applying the phonic rules (as green words) and those which cannot e.g. 'the' (as red words). These 'tricky' spellings are taught through our spelling programme.
As the children develop their phonic knowledge, they are introduced to related reading texts which allow them to apply their skills through fun and enjoyable texts.
Children in Year 1 take part in a national Phonics Screening Check, the results of which are published. This helps to provide evidence of the success of the school's phonics and reading programmes.
Phonic Knowledge and Skills
|Activities are divided into seven aspects, including environmental sounds, instrumental sounds, body sounds, rhythm and rhyme, alliteration, voice sounds and finally oral blending and segmenting.|
Phase Two(Reception) up to 6 weeks
|Learning 19 letters of the alphabet and one sound for each. Blending sounds together to make words. Segmenting words into their separate sounds. Beginning to read simple captions.|
|Phase Three(Reception) up to 12 weeks||The remaining 7 letters of the alphabet, one sound for each. Graphemes such as ch, oo, th representing the remaining phonemes not covered by single letters. Reading captions, sentences and questions. On completion of this phase, children will have learnt the "simple code", i.e. one grapheme for each phoneme in the English language.|
Phase Four(Reception) 4 to 6 weeks
|No new grapheme-phoneme correspondences are taught in this phase. Children learn to blend and segment longer words with adjacent consonants, e.g. swim, clap, jump.|
|Phase Five(Throughout Year 1)||Now we move on to the "complex code". Children learn more graphemes for the phonemes which they already know, plus different ways of pronouncing the graphemes they already know.|
|Phase Six(Throughout Year 2 and beyond)||Working on spelling, including prefixes and suffixes, doubling and dropping letters etc.|