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CEO: Mrs G Coffey OBE

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Phonics

Phonics at Lynch Hill School Primary Academy

(You can download this information by clicking here)

At Lynch Hill Primary Academy, we use a programme called Read Write Inc to teach phonics. This uses a process to ensure that all children are taught to read. Partner work is key to the process, ensuring all children are learning.

Step 1: Children are assessed and grouped according to their phonics knowledge.

Step 2: The sounds are taught systematically to the children

Step 3: Children read and spell out decodable words

Step 4: Children use ‘ditties’ to practice early reading and writing. They continue learning sound: letter matches.

Step 5: Children read levelled, decodable texts and do integrated writing activities. They continue learning sound: letter matches.

 

Step 1: Children are assessed and grouped according to their phonics knowledge.

Assessment is done half termly.

Groups are flexible; children often move around depending on what they need at that time.

Step 2: The sounds are taught systematically to the children

The sounds are taught in sets.

Set 1 sounds

Your child will learn these sounds first. They will also learn how to blend them together (e.g. c-a-t > cat).

m, a, s, d, t, i, n, p, g, o, c, k, u, b, f, e, l, h, sh, r, j, v, y, w, th, z, ch, qu, x, ng, nk

Set 2 sounds

These are the long vowel sounds. These are often made up of 2 or more letters (the special friends mentioned earlier) e.g. ay as in play, ee as in tree. To help learn these sounds, your child will learn rhymes containing these letters.

ay: may I play?

ee: what can you see?

igh: fly high

ow: blow the snow

oo: poo at the zoo

oo: look at a book

ar: start the car

or: shut the door

air: that’s not fair

ir: whirl and twirl

ou: shout it out

oy: toy for a boy

Set 3 sounds

Your children will learn these sounds once they have learnt all of their set 1 and set 2 sounds. Please be guided by the school when to start these. The set 3 sounds are different ways that the long vowels are written e.g., ea as in tea and ee as in tree. Like in set 2, these are made up of 2 or more letters.

ea: cup of tea

er: a better letter

tious/cious: scrumptious/ delicious

oi: spoil the boy

ow: brown cow

a-e: make a cake

ai: snail in the rain

i-e: nice smile

oa: goat in a boat

e: he, me, we, she, be

o-e: phone home

ew: chew the stew

u-e: huge brute

ire: fire fire!

It is important that these sounds are practised in order. These tables show you the order of the sounds.

aw: yawn at dawn

ear: hear with your ear

are: share and care

ure: sure it’s pure?

ur: purse for a nurse

tion: celebration

 Word time:

This is where it all starts. They are taught in the order given above, so they can make 2 letter and 3 letter words.

All letters have a picture to go with them, to help the children remember the sound and to help with letter formation.

Step 3: Children read and spell out decodable words

Children learn to read ‘green words’ – these use the sounds they have been learning.

We sound out each sound and then blend. This is called ‘Fred talk’

Step 4: Children use ‘ditties’ to practice early reading and writing. They continue learning sound: letter matches.

The children are now reading simple stories! Each day they will read a different story. These will contain green words, and introduce the children to red words. Red words cannot be decoded.

They will continue to learn set 1 sounds, with particular focus on sh, th, ch, ng and nk.

Each day they will perform different writing tasks, aimed at building up their confidence at writing simple sentences.

Step 5: Children read levelled, decodable texts and do integrated writing activities. They continue learning sound: letter matches.

Children move onto the other books when they begin to read words without sound them out first. This ensures fluency when reading.

Children learn new sounds, and set 2 and set 3 sounds are introduced to the children.

Children will come across new green and red words, being to learn more about punctuation and read with expression and understanding.

What can you do at home?

  • Read stories to them! It is vital that the children are exposed to as much language as possible.
  • Read the books that the school send home with the children. These may contain words your child will find difficult, but they should be at an appropriate level for them.
  • Encourage them to read anything and everything. Get books from your local library, use comic books, encourage them to read things when you are out and about.
  • When helping your child with writing, encourage the correct letter formation, but do not rub out their work. Model how letters should be formed and allow your child to copy these.
  • Watch http://www.ruthmiskin.com/en/resources/sound-pronunciation-guide/ to help understand how to pronounce the different sounds. It is vital that your child is pronouncing them in a ‘pure’ way, and not adding an –uh sound to the end (e.g., muh, cuh) as this will not help them with blending.
  • Go over the high frequency words with your child. These words appear repeatedly throughout the English language, and unfortunately these are words they cannot sound out and just need to know!

High frequency words for Year 1:

a

the

to

i

no

go

of

is

his

has

he

she

we

mw

be

was

my

you

they

are

said

so

some

come

were

there

where

one

do

today

house

by

your

ask

put

full

pull

push

here

love

once

our

says

school

friend

 

 

High frequency words for Year 2:

door

gold

plant

clothes

floor

hold

path

busy

told

poor

bath

people

because

every

hour

water

find

great

move

again

kind

break

prove

half

mind

steak

improve

money

behind

pretty

sure

Mr

Mrs

child

beautiful

sugar

children

after

eye

parents

wild

fast

could

Christmas

climb

last

should

everybody

most

past

would

even

only

father

who

both

class

whole

old

grass

any

cold

pass

many

 

Phonics Screening Check – what is it?

At the end of Year 1, all children are required to take the phonics screening check. It is a statutory Government assessment to analyse children’s individual phonetic knowledge. This will help the school assess whether your child has learnt phonetic decoding to an appropriate standard, and will help identify sounds your child may need further consolidation on in Year 2.

What does it involve?

Children will be asked to read 40 words. 20 of these will be real words, 20 will be pseudo words (alien words e.g. blum)

How is it administered?

Children complete the check individually in a quiet place with a member of the Year 1 team. There is no time limit, but the average time taken is less than 10 minutes.

What is included?

The sounds included are ones your child has learnt throughout their phonics teaching so far.

Some example real words are:

feet                     shed                   park                    for

Some example alien words are:

sabe                    mouch               vert                     jight

If the word is an ‘alien word’ there will be a picture of an alien next to it, to ensure your child is aware that this isn’t a real word.

How will we prepare your child for the phonics screening check?

We expose your child to all the sounds that may come up in the test, using games that include real and alien words.

We will send home real and alien words for your child to read as part of our homework.

We assess your children every half term using real and pseudo words, so we are confident that the screening check won’t cause any distress.

We will send home some sample materials to enable you to practice with your child.

Things to consider:

Your child’s score will be included in their end of year report.

If they do not pass the phonics screening check, they will be re-tested at the end of Year 2 to check their progress.

In previous years, the pass rate was 32/40. This is subject to change.

The test is administered in June.

 

Useful links:

Info about phonics screening check http://www.ruthmiskin.com/en/resources/parent-tutorial-phonics-screening-check/

How to pronounce the sounds: http://www.ruthmiskin.com/en/resources/sound-pronunciation-guide/

General Parent resources: http://www.ruthmiskin.com/en/parents/