St John's C of E Primary School

Phonics at St John's

Reading is given the utmost priority and woven into all aspects of the Early Years curriculum.  The systematic teaching of phonics ensures that children write and read well. 

We follow the DfE accredited systematic synthetic phonics (SSP) scheme, ‘Little Wandle,’Letters and Sounds Revised, which complements our whole school reading programme.  

Staff have been trained in the delivery of the SSP scheme Little Wandle Letters and Sounds Revised.  Daily sessions of systematic teaching of phonics are consistent, well-structured and pace-appropriate following progression in order; direct teaching is in frequent small cumulative steps to avoid cognitive overload. Four new sounds are taught each week.

Staff ensure the books our children read match the sounds they are learning. This enables them to develop phonemic awareness rapidly and embed phonic knowledge into long-term memory from working memory. Practice makes permanent.

 

St John's Phonics Policy can be located here
Little Wandle Phonics Website Glossary of terms can be found here

Little Wandle Letters and Sounds Programme Progression

Reception and Year 1 overviews

This programme overview shows the progression of phonics and tricky words that we teach term-by-term. The progression has been organised so that children are taught from the simple to more complex graphemes and phonemes, as well as taking into account the frequency of their occurrence in the most commonly encountered words. All the graphemes taught are practised in words, sentences, and later on, in fully decodable books. Children review and revise graphemes and phonemes and words, daily, weekly and across terms and years, in order to move this knowledge into their long-term memory.

Children need to learn to read as quickly as reasonably possible, so they can move from learning to read, to reading to learn, giving them access to the treasure house of reading. Our expectations of progression are aspirational yet achievable. Children who are not keeping up with their peers are given additional practice immediately through keep-up sessions.

Reception

 

Autumn 1 Phase 2 graphemes

New tricky words

s a t p i n m d g o c k ck e u r h b f l

is I the

 

Autumn 2 Phase 2 graphemes

New tricky words

ff ll ss j v w x y z zz qu ch sh th ng nk

•    words with –s /s/ added at the end (hats sits)

•    words ending in s /z/ (his) and with –s /z/ added at the end (bags sings)

put* pull* full* as and has his her go no to into she push* he of we me be

*The tricky words ‘put’, ‘pull’, ‘full’ and ‘push’ may not be tricky in some regional pronunciations; in which case, they should not be treated as such.

 

Spring 1 Phase 3 graphemes

New tricky words

ai ee igh oa oo oo ar or ur ow oi ear air er

•    words with double letters

•    longer words

was you they my by all are sure pure

 

Spring 2 Phase 3 graphemes

No new tricky words

Review Phase 3

•    words with double letters, longer words, words with two or more digraphs, words ending in –ing, compound words

•    words with s /z/ in the middle

•    words with –s /s/ /z/ at the end

•    words with –es /z/ at the end

Review all taught so far

 

Summer 1 Phase 4

New tricky words

Short vowels with adjacent consonants

•    CVCC CCVC CCVCC CCCVC CCCVCC

•    longer words and compound words

•    words ending in sufflxes:

–ing, –ed /t/, –ed /id/ /ed/, –est

said so have like some come love do were here little says there when what one out today

 

Summer 2 Phase 4 graphemes

No new tricky words

Phase 3 long vowel graphemes with adjacent consonants

•    CVCC CCVC CCCVC CCV CCVCC

•    words ending in sufflxes:

–ing, –ed /t/, –ed /id/ /ed/, –ed /d/ –er, –est

•    longer words

Review all taught so far

 

Year 1

 

Autumn 1

Review tricky words Phases 2–4

Review Phase 3 and 4

Phase 5

/ai/ ay play

/ow/ ou cloud

/oi/ oy toy

/ea/ ea each

Phases 2–4: the put* pull* full* push* to into I no go of he she we me be was you they all are my by sure pure said have like so do some come love were there little one when out what says here today

*The tricky words ‘put’, ‘pull’, ‘full’ and ‘push’ may not be tricky in some regional pronunciations; in which case, they should not be treated as such.

 

Autumn 2 Phase 5 graphemes

New tricky words

/ur/ ir bird

/igh/ ie pie

/oo/ /yoo/ ue blue rescue

/yoo/ u unicorn

/oa/ o go

/igh/ i tiger

/ai/ a paper

/ee/ e he

/ai/ a-e shake

/igh/ i-e time

/oa/ o-e home

/oo/ /yoo/ u-e rude cute

/ee/ e-e these

/oo/ /yoo/ ew chew new

/ee/ ie shield

/or/ aw claw

their people oh your Mr Mrs Ms ask*

could would should our house mouse water want

*The tricky word ‘ask’ may not be tricky in some regional pronunciations; in which case, it should not be treated as such.

 

Spring 1 Phase 5 graphemes

New tricky words

/ee/ y funny

/e/ ea head

/w/ wh wheel

/oa/ oe ou toe shoulder

/igh/ y fly

/oa/ ow snow

/j/ g giant

/f/ ph phone

/l/ le al apple metal

/s/ c ice

/v/ ve give

/u/ o-e o ou some mother young

/z/ se cheese

/s/ se ce mouse fence

/ee/ ey donkey

/oo/ ui ou fruit soup

any many again

who whole where two school call different

thought through friend work

 

Spring 2 Phase 5 graphemes

New tricky words

/ur/ or word

/oo/ u oul awful could

/air/ are share

/or/ au aur oor al author dinosaur floor walk

/ch/ tch ture match adventure

/ar/ al a half* father*

/or/ a water

schwa in longer words: different

/o/ a want

/air/ ear ere bear there

/ur/ ear learn

/r/ wr wrist

/s/ st sc whistle science

/c/ ch school

/sh/ ch chef

/z/ ze freeze

schwa at the end of words: actor

once laugh because eye

*The tricky words ‘half’ and ‘father’ may not be pronounced as this in some regional pronunciations; in which case, they should not be treated as such.

 

Summer 1: Phonics screening check review – no new GPCs or tricky words

 

Summer 2 Phase 5 graphemes

New tricky words

/ai/ eigh aigh ey ea eight straight grey break

/n/ kn gn knee gnaw

/m/ mb thumb

/ear/ ere eer here deer

/zh/ su si treasure vision

/j/ dge bridge

/i/ y crystal

/j/ ge large

/sh/ ti ssi si ci potion mission mansion delicious

/or/ augh our oar ore daughter pour oar more

busy beautiful pretty hour move improve parents shoe

 Phonics Reading Books

 When your child first comes to school, they will be reading books that are closely matched to their phonetic ability. The colours used are the same that we use across the school.

 Phonics Phase

 New phonemes and graphemes

Lilac

Phase 1

 • Aspect 1: General sound discrimination – environmental sounds
• Aspect 2: General sound discrimination – instrumental sounds
• Aspect 3: General sound discrimination – body percussion
• Aspect 4: Rhythm and rhyme
• Aspect 5: Alliteration
• Aspect 6: Voice sounds
• Aspect 7: Oral blending and segmenting

Pink

Phase 2 Sets

 If your child brings home a book from this set of books, they will be focusing on select sounds that they have been learning or have learnt at school within Phase 2. Model the processes of reading from left to right and following with your finger. Encourage them to sound out and blend the words. There will also be some ‘tricky words’ that need to be read by sight recognition.

Some of the books include guides to support you with the types of questions to ask your child about what they are reading. The pictures are an important part of the book.

s, a, t, p, i, n, m, d

Pink

Phase 2 Mixed

 Books within this set enable children to practise and consolidate their understanding of all of the Phase 2 sounds and tricky words taught. Encourage sounding out and blending. If a word is repeated, encourage your child to read it without the need to sound out. The pictures are an important part of the book.

f, h, b, g, o, c, k, e, u, r, l, (ck, ff, ll, ss)

Red

Phase 3 Sets

 If your child brings home a book from this set of books, they will be focusing on select sounds that they have been learning or have learnt at school within Phase 3. Encourage them to sound out and blend the words. There will also be some ‘tricky words’ that need to be read by sight recognition.

 

Some of the books include guides to support you with the types of questions to ask your child about what they are reading. The pictures are an important part of the bookj, v, w, x, y, z, zz, qu, ch, sh, th, ng, nk

Red

Phase 3 Mixed

 Books within this set enable children to practise and consolidate their understanding of all of the Phase 3 sounds and tricky words taught. Encourage sounding out and blending. If a word is repeated, encourage your child to read it without the need to sound out. The pictures are an important part of the book.

ai, ee, igh, oa, oo, oo, ar, or, ur, ow, oi, ear, air, ure, er

Yellow

Phase 4

Yellow books give children the opportunity to consolidate their understanding of both Phase 2 and Phase 3. Further tricky words will have also been taught: said, so, went, it’s, have, like, some, come, from, children, were, there, little, one, just, do, when, out, what, help

You can:

·        Give your child time to recognise and correct their own mistakes.

• Ask them to talk about what’s happening in the book, encouraging them to make links to events on previous pages.

 

Blend two or three adjacent consonants at
the beginning, middle and end of words
using only short vowel sounds: a, e, i, o, u

Blue

Phase 4

Once your child has started to learn Phase 5, they will start bringing home blue books. Now that your child has a widening understanding of phonics, the words and sentences will become longer. You should praise attempts at self correction and encourage discussion around the text that deepens their level of understanding.

Blend two or three adjacent consonants at
the beginning, middle and end of words
with long vowel sounds: ai, ee, igh, oa, oo,
oo, ar, or, ur, ow, oi, ear, air, ure, er

Green 

Phase 5

Books within this phrase will provide opportunities for your child to practise their developing understanding of alternative spellings. Some sounds can be spelt in a variety of ways.

 

alternate vowel graphemes:
/ai/ ay, ei, ey, a-e
/ee/ ie, ea
/igh/ i, i-e
/oa/ o, oe, ow, ou, o-e
/oo/ ue, ui, ew, ou, u, u-e
/oo/ u, oul
/ar/ a
/ow/ ou
/or/ al, our, augh, aw, au
/ur/ ear, or, ir
/e/ ea
/i/ y
/ear/ ere, eer
/oi/ oy
/o/ a
/air/ ere, ear, are
/u/ o, our, o-e

Orange 

Phase 5

Books within this level provide opportunities for your child to practise their understanding of all of the phases. 

 

alternate vowel graphemes:
/ai/ a, eigh
/igh/ ie, y
/ee/ e-e, ey, y, e
/oo/ u
alternate consonant graphemes:
/ch/ tch, t
/sh/ ch
/c/ ch
/j/ g, ge, dge
/l/ le
/f/ ph
/w/ wh
/v/ ve
/s/ se
/z/ se

Turquoise

Phase 5 & 6

Books within this level provide opportunities for your child to practise their understanding of all of the phases. 

alternate consonant graphemes:

/n/ kn, gn
/m/ mb
/r/ wr
/s/ c, ce, sc
/c/ qu, x
/zh/ su, si
/sh/ ti, si, ssi, ci, s
words with suffi xes:
er, est, ful, ly, ant, ent, ance, ment,
ness, ly, ous, es, en, ward, self, dom, by, al