Phonics

Phonics Statement

At St. Felix we consider that it is vitally important that children have a secure understanding of the letter sounds and spelling system of the English language. Phonic skills need to be taught using a systematic approach in order to help all children to achieve their potential in the life skill of Reading.

There are 6 Phases of development in phonics.

Phase 1 to 3

Foundation Stage: Prior to learning letter sounds, children in the Nursery are given opportunities to recognize and distinguish between the wealth of familiar sounds that are heard in their everyday lives. Next, they listen for patterns, rhythms and rhymes in the spoken word.

Children are taught phonics in the Foundation Stage using ‘Letters and Sounds’ and a sensory programme called ‘Jolly Phonics’ created by Sue Lloyd. They learn letter sounds by looking, saying, writing and making an action. This is called a ‘kinesthetic’ method of learning.

Phase 2 to 5

Key Stage 1: Phonics is taught throughout Key Stage 1 on a daily basis. Phonic teaching is continued as appropriate throughout Key Stage 2, addressing more complex phonic patterns. Teachers carry out careful assessments during the phonic teaching sessions, guided reading and through the children’s own application during reading and writing. Parents are involved in supporting their children in their phonic homework. Reading at home with an adult is expected as often as possible.

Phase 3 to 6

Key Stage 2: Phonics continue to be taught in groups and individually to children who need extra practice or have gaps in their knowledge.

Other resources supplementing phonic development are Oxford Reading Tree, Tree Tops, Jelly and Bean, BugClub by Perason, Lighthouse by Ginn and Project X

Y1 Phonics Screening Check

In the summer term, Y1 children nationally take a Phonics Screening Check in which children will be expected to read 40 decodable ‘words’. This progress check identifies those children not at the expected level in reading. These children will be targeted to improve and receive further intervention. They will be re-checked in Y2 to measure their improvement.

SEND

Where pupil do not make the expected progress in their phonic skills, targeted interventions are put in place. Support will also be provided for older pupils who may be experiencing difficulty in reading or writing.

Links to explore:

http://mrthorne.com/home/phonics/letters-and-sounds/

http://www.phonicsplay.co.uk/freeIndex.htm

http://www.pearsonschoolsandfecolleges.co.uk/Primary/Literacy/AllLiteracyresources/PhonicsBug/PhonicsBug.aspx