Phonics
Reception
In Reception, Year 1 and Year 2, children are taught phonics in a daily whole class 30-minute lesson. Each week’s structure consists of a word reading, sentence reading, word writing, sentence writing and Common Exception Word lesson and each lesson’s structure is to review/revisit, teach, practise and apply.
In Reception, the children learn Phases 1, 2, 3 and 4. They learn:
- How to represent each of the 42 sounds (phonemes) by a letter or sequence of letters (graphemes)
- Blend sounds together to read words and segment (split) words for spelling
- Letter names
- How to read and spell Common Exception Words (words that have to be learnt to read and spell off by heart because there is a tricky part in the word that can’t be read correctly by sounding out or spelt correctly by segmenting using phonics) See Appendix 1
Phase 1
The 7 aspects of phase 1 are continued being taught when children join Corpus Christi in Reception alongside phase 2 to ensure children become attuned with the sounds around them and readies them to begin developing oral blending and segmenting skills.
Phase 1 of Letters and Sounds focuses on developing children's speaking and listening skills. It lays the foundation for Phase 2 of phonics. The aim of the first phase of phonics is to get children attuned with the sounds around them and readies them to begin developing oral blending and segmenting skills.
It is logcal that we order our books in line with the sequence of sounds taught.
Phase 2
In Phase 2, they will learn phonemes (sounds) for graphemes (letters).
| s | a | t | p | i | n | m | d |
| g | o | c | k | ck | e | u | r |
| h | b | f | ff | l | ll | ss |
- They will be taught how to pronounce the sounds correctly to make blending easier.
- They will practise orally blending CVC words. They hear c-a-t and can say the word cat.
- They will practise orally segmenting CVC words. They hear mum and can say m-u-m.
Phase 3
In Phase 3, they will learn 25 graphemes. Most of these comprise of two letters (e.g. oa).
By the end of this phase the children will be able to represent each of the 42 sounds.
They will blend to read and segment to spell.
| j | v | w | x | y | z | zz | qu | ch |
| sh | th | ng | ai | igh | oa | oo | oo | ar |
| or | ur | ow | oi | ear | air | ure | er |
Phase 4
In Phase 4, the children will learn to use the graphemes that they have learnt in Phases 2 and 3 to read and write CVCC (tent, damp, toast) and CCVC words (swim, plum, cream). These are called adjacent consonants.
They will then learn to read and write words which have adjacent consonants at the beginning and the end (crisp, blend, plump).
Year 1
In Year 1, the children learn Phase 5.
They learn new ways of representing the sounds and practise blending to read and segmenting to spell.
| ay | ou | ie | oe | ea | oy | ir | ue |
| au | aw | wh | ph | ew | ey | ||
| a-e | e-e | i-e | o-e | u-e |
They will also learn new pronunciations for the graphemes they have already learnt (e.g. ‘a’ can be hat, acorn or wash and ‘y’ can be yes, by, gym or very).
In spelling, the children practise choosing the correct grapheme for the sounds in the words that they are spelling (e.g. the /ai/ sound in clay is /ay/ not /ai/ or /a-e/).
Year 2
In Year 2, the children learn Phase 6.
During this phase, they become fluent readers and increasingly accurate spellers.
They focus on learning spelling rules for adding 12 different suffixes (word endings).
They learn how the root words change when they add a suffix.
| -s | -es | -ing | -ed |
| -er | -est | -y | -en |
| -ful | -ly | -ment | -ness |
At Corpus Christi, we continually assess the children’s learning in every lesson, term-by-term and at the end of each phase so that timely and effective intervention can be put into place. This may be same day reactive teaching to practise further and secure learning from the whole class morning lesson to prevent gaps and enable the children to be ready for the next day’s lesson or a series of sessions delivered to consolidate or address weaknesses in a previous phase.
Children who have not passed the Phonics Screening in Year 1 or Year 2 continue this phonic learning in Key Stage 2 until it is complete and secure.
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PHASE 1 taught over AU1 through Music. One aspect (aspects 1-6) taught a week for 6 weeks. Aspect 7 is ongoing throughout the academic year especially in phonics. Each of our reading books within KS1 are organised in a clearly defined, incremental sequence starting with phase 1 and continuing into phase 6. We ensure fidelity in our approach by ensuring continuity in both our teaching practise and resources. |
Reception
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AUTUMN 1 (AU1) |
AUTUMN 2 (AU2) |
SPRING 1 (SP1) |
SPRING 2 (SP2) |
SUMMER 1 (SU1) |
SUMMER 2 (SU2) |
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Week |
1.2019-20 class for a week |
1: o, c, k |
1: j, v, w |
1.igh, oa, oo (short |
Recap phase 2/3 |
1.sp-, st, tw, sm, pr, sn |
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2.Parent/child meetings |
2: ck, e, u |
2: x, y |
2. oo (long), ar, or |
1: -st, nd, mp, nt, nk |
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3. Baseline –phase1 |
3: r, h, b |
3: z, zz, qu |
3: ear, air, ure |
2: -ft, sk, lt, lp, lk |
2: scr-, shr, str, thr, -nch |
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4. Baseline-phase1 |
4: f, ff, l |
4: ch, sh, th |
4: er, Consolidate |
3: tr-, dr, gr, cr, br, fr |
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5. s, a, t |
5. ll, ss |
5: ng, ai, ee |
5. consolidate |
4: bl-, fl, gl, pl, cl, sl |
Mock screening checks |
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6. p, i, n |
6-7. Nativity
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6: Consolidate |
(3 days) Consolidate |
5. Consolidate
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7. m, d, g |
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8. Consolidate |
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Phase 2 Phase 3 Phase 4 Consolidate |
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Year 1
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AUTUMN 1 (AU1) |
AUTUMN 2 (AU2) |
SPRING 1 (SP1) |
SPRING 2 (SP2) |
SUMMER 1 (SU1) |
SUMMER 2 (SU2) |
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Week |
1.2019-20 class for a week |
1.Phase 3 revision |
1.Phase 5 revision |
1: Revisit alt. spelling: (/ai/ (clay), /ai/ (same) (/igh/ (pie), /igh/ (sky), /igh/ (slide) |
1-4: Assessment of Phase 5 & focused revision to group’s needs |
1-2: Revision & PHONICS TEST |
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2.Phase 2 revision |
2.New graphemes: |
2: (/ee/ (sea), /ee/ (Pete), /ee/ (penny), /ee/ (chief), /ee/ (monkey) |
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3. Phase 2 revision |
3.oi, er. ue, aw |
3: (/oa/ (toe), /oa/ (snow), /oa/ (bone) |
3-6 (If secure with Phase 5, begin to look at past tense for Phase 6): |
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4. j v w x y |
4.wh, ph, ew, oe, |
2.New pronunciations for known graphemes: |
4: (/oo/ (glue), /oo/ (flew), /oo/ (flute) |
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5. z zz qu ch |
5.au, a_e, e_e, i_e, |
3.u (unicorn), ow (snow), ie (chief), ea (feather) |
5: (/sh/ (special), /sh/ (station), /sh/ (sugar), /sh/ (chef) |
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6. sh th ng ai |
6.o_e, u_e (revision) |
4.a (acorn), y (happy), ch (picture), |
6.CT mock screening checks |
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7. ee igh oa oo |
7.Xmas activities |
5.ey (grey), j (bridge), z (cheese) |
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8. oo ar or ear |
6. (/air/ (there), /air/ (bear), /air/ (square)) |
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Phase 2/3 Phase 5 Phase 5 Phase 5 Phase 6 |
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This document provides a guideline of where we strive for every child to be working at a given point in time. It is based on a recovery curriculum due to the loss of time lost with certain phases due to COVID-19. It is subject to the needs of the cohort and it is expected that there will be other groups within a cohort that will need to track back to earlier learning objectives. It is likely that some children will continue to work on phases 5 and 6 as they move into Year 3.
Each adult overseeing a phonics group, should highlight where their group is currently working on the long term plan (or use the individual tracking sheets).
Order in which phonemes are introduced in ‘Letters and Sounds’
Phase 1 Seven Aspects:
Three strands in each
1) tuning in to sounds
2) listening and remembering sounds
3) talking about sounds
Oral segmenting and blending introduced in Aspect 7 continues through all Phases
Phase 2
19 grapheme-phoneme correspondences
Set 1: s a t p
Set 2: i n m d
Set 3: g o c k
Set4: ck e u r
Set 5: h b f, ff l, ll ss
Phase 3
25 more grapheme-phoneme correspondences
Set 6: j v w x
Set 7: y z, zz qu
Phase 3 two and three letter graphemes:
ch, sh th ng ai ee igh oa oo ar or ur ow oi ear air ure er
Phase 4
No new graphemes
Consolidation of above to read and spell words containing adjacent consonants and to read and spell polysyllabic words-segmenting to spell, blending to read
Phase 5
New graphemes, alternative pronunciations for those already known and alternative spellings for phonemes
New graphemes:
ay (day) ou (out) ie (tie) ea (east) oy (boy) ir (girl) ue (blue) aw (saw)
wh (when) ph (photo) ew (new) oe (toe) au (Paul)
Split digraphs
a-e (make) e-e (these) i-e (like) o-e (home) u-e (rule)
New pronunciations for known graphemes:
i (fin, find), o (hot, cold), c (cat, cent), g (got, giant), u (but, put (in south of England), ow
(cow, blow), ie (tie, field), ea (eat, bread),
er (farmer, her), a (hat, what), y (yes, by, very), ch (chin, school, chef), ou (out, shoulder, could, you)
Alternative spellings for phonemes:
See page 144-‘Letters and Sounds’-Teaching alternative spellings for phonemes
See page 154 ‘Letters and Sounds’-Bank of words and other materials/activities for Phase 5.
Phase 6 (see also Y2/3 Spelling Programme and Spelling Bank)
Consolidation of all of above
Children apply skills and knowledge learned above to become fluent readers and increasingly accurate spellers.
Past tense words
Adding Suffixes/prefixes to make longer words
Tricky ‘bits’ in words and use of memory strategies-