Phonics
Welcome to the Phonics Page - We hope you find everything you need to know about how Phonics is implemented at Yew Tree Community School.
The resources on this page will help you support your child with saying their sounds and writing their letters. There are also some useful videos, so you can see how they are taught at school and feel confident about supporting their reading at home.
Click on this link to find out more about the phonics programme which we use:
Click on the document at the bottom of the page to find our full Reception and Year 1 teaching programme overview and to see what your child will learn and when.
Intent
We are committed to the delivery of excellence in the teaching of Phonics. We aim to develop each child so that they are able to read with fluency and inspire a love of reading. Phonics is a key skill that supports the development of early reading skills and our aim is to teach every child to read and write.
What is Phonics?
Phonics is a way of teaching children how to read and write. It helps children hear, identify and use different sounds that distinguish one word from another in the English language. Written language can be compared to a code, so knowing the sounds of individual letters and how those letters sound when they’re combined will help children decode words as they read. Understanding phonics will also help children know which letters to use when they are writing words. Phonics involves matching the sounds of spoken English with individual letters or groups of letters. For example, the sound k can be spelled as c, k, ck or ch. Teaching children to blend the sounds of letters together helps them decode unfamiliar or unknown words by sounding them out. For example, when a child is taught the sounds for the letters t, p, a and s, they can start to build up the words: “tap”, “taps”, “pat”, “pats” and “sat”.
Phase One
Before they can learn to read, children need to develop their listening and visual skills. A crucial listening skill is phonological awareness, the ability to discriminate different sounds such as the different endings of the words "cut" and "cup." This develops naturally as children learn to listen to the sounds around them. Music, poems and nursery rhymes and everyday sounds are all key elements in developing this skill. The visual skills which help children to acquire letter knowledge include shape recognition, and the ability to visually sort and classify objects. Children generally develop most of these skills naturally through their interactions with parents and caregivers. Their reception year teacher will help them continue developing these skills before introducing them to a formal reading programme.
Phase Two
Once they have acquired the necessary basic skills, children are gradually introduced to their first graphemes and the sounds they represent. These may be single letters, such as s and n, or pairs of letters, such as ck. These first graphemes consistently represent the same sound. Children are encouraged to blend the graphemes together in order to sound out words (as in our previous example of s + a + m = sam) as soon as they have learnt enough graphemes to do so.
Phase Three
Children are introduced to an additional 25 graphemes. These consist of both single letters and digraphs, groups of letters (generally pairs) which represent a single sound. They learn consonant digraphs such as "sh" and "th" first, and then vowel digraphs such as "oa" and "oo". This is also the stage at which children begin to learn sight words. These are common words that cannot always be sounded out according to the synthetic phonics method. These include words such as she, they, and you amongst others.
Phase Four
At this stage children practice the skills they have learnt and learn to blend groups of consonants such as tr, str and lk. They also continue to learn more sight words.
Phase Five
Once children can read words automatically without having to sound them out, they learn more vowel digraphs and different ways to write the same sound. For example, the words wail, way and whale all show different ways of representing the same ay sound. They also learn alternative pronunciations for the same graphemes, such as the ea in tea, head and break. They also continue adding sight words to their repertoire.
What we need to know
Blend(ing) - to draw individual sounds together to pronounce a word, e.g. s-n-a-p
CVC - Consonant - Vowel - Consonant (cat)
CCVC - Consonant - Consonant - Vowel - Consonant (pram)
Grapheme - Written representation of the sounds
Phoneme - Smallest unit of speech sounds sh/i/p
Segment(ing) - to split up a word into its individual phonemes in order to spell it.
Suffix(es) - a unit of letters such as 'ed' 'ing' that are added to a word to change its meaning e.g. play'ed'
This video is for teachers undertaking the year 1 phonics screening check. Teachers should watch this after they have read the Check administrators' guide which includes a section on how to score the check. The video exemplifies issues that could arise in the check. Each check should be relatively simple to score.