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Phonics

At Ormsgill, we follow the ‘Letters and Sounds’ programme from Foundation Stage, through KS1. The programme focuses on securing word recognition skills, essential for children to decode (read) and encode (spell) words accurately and language comprehension.  Following the ‘Letters and Sounds’ programme, KS2 children then progress onto ‘Support for spelling’, which promotes accurate spelling in order for children to become fluent and effective writers.

 

An overview as well as free resources and games can be found at:

 

http://www.letters-and-sounds.com/ 

 

Phase One

 

Phase one begins in the EYFS stage where music plays a key part in developing children’s learning. Phase one is about linking sounds and letters in the order in which they occur in words, and naming and sounding the letters of the alphabet through creative development and play.

 

Phase Two

 

Children entering Phase Two will have experienced a wealth of listening activities, including songs, stories and rhymes. The purpose of this phase is to teach at least 19 letters, and move children on from oral blending and segmentation to blending and segmenting with written letters.

 

Phase Three

 

The purpose of this phase is to teach another 25 graphemes, most of them comprising two letters (e.g. oa), so the children can represent each of about 42 phonemes by a grapheme. Children also continue to practise blending and segmentation in this phase and will apply their knowledge of blending and segmenting to reading and spelling simple two-syllable words and captions.

 

Phase Four

 

Children entering Phase Four will be able to have some experience in reading simple two-syllable words and captions. They will know letter names and be able to read and spell some tricky words.

 

Phase Five

 

The purpose of this phase is for children to broaden their knowledge of alternative spelling patterns for use in reading and spelling.

 

Phase Six

 

By the beginning of Phase Six, children should know most of the common grapheme– phoneme correspondences (GPCs). They should be able to read hundreds of words, doing this in three ways:

 

  • reading the words automatically if they are very familiar;
  • decoding them quickly and silently because their sounding and blending routine is now well established;
  • decoding them aloud

 

Support for spelling

 

Support for spelling widens the knowledge of the English spelling system. It is split up into 3 key knowledge areas, Phonemic, Morphological, and Etymological. The programme is broken down into yearly objectives, which are then broken down into termly focuses and covered, in sequence. Support for spelling is put into place to enhance the spelling skills already taught in phase six of letters and sounds and create fluent and confident writers.

 

Statutory Phonics Screening check

 

The phonics screening check is a short, light-touch assessment to confirm whether individual children have learnt phonic decoding to an appropriate standard. It will identify the children who need extra help so they are given support to improve their reading skills. The test is aimed to see if the children can read sounds in both real words and nonsense words. The test is out of 40 and uses graphemes from across the phases. The test is taken at the end of year one. The children who don’t pass have the opportunity to be retested in year two.

  

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