1. There is no one method, medium, approach, device or philosophy that holds the key to the process of learning to read.
Bullock Report 1976 Language for Life

2. Reading
We teach reading via the Department of Educations ‘Letters and Sounds’ programme. We use the Jolly Phonics resources to deliver this to the children.
KS1
EYFS

3. Writing
We teach writing via the Department of Educations ‘Letters and Sounds’ programme. We use the RWI resource to aid with handwriting.

4. Phase 1 - Nursery Listening walks!
Sing or chant the rhyming string with an adult
Discriminate between sounds
Use appropriate vocabulary to talk about different voice and speech sounds
Remember and repeat a rhythm
Give a list of objects with the same initial sound
Keep in time with a beat
Listening walks!

5. Aspect 7 – Oral segmenting and blending

6. Phase 2
6 weeks in Year R
Each day we introduce a new letter to the children.
We look at the letter shape and picture
We learn the mnemonic
We learn the sound/phoneme that the letter makes
We learn the name of the letter (some children)
We write it
We orally segment and blend words
We apply it in a game

7. A weeks teaching..
Day 5 – word building! at as mat sat mad dad sad

8. a b c d e g h i j k o p q t u w x y f l m n r s v z (ff ll ss)
Pure sounds – lets have a practice!
Bouncy sounds:
a b c d e g h i j k o p q t u w x y
Stretchy:
f l m n r s v z (ff ll ss)
(let- letter!)

9. Reading simple CVC words.on in
and
had
mum
lid
fog
pin
bug
den
dot
mud
Once the children grow in confidence with adults orally blending, they will then move on to blending the sounds themselves.

10. Sound buttons
Soon you will probably hear you child mention sound buttons. These are tools that we use to aid us blend our sounds.
jet

11. Tricky words
These are words that we can’t use our sounds to help us sound out. We therefore have to recognise them by sight.
By the end of Phase 2 the children should be able to read the following tricky words by sight: I to
the no go

12. Phase 3
13 weeks
In reception we usually repeat this phase with a reading then a writing focus!

13. These are represented by sound lines.
Digraph phonemes.
These are represented by sound lines.
boat

14. Tricky words
By the end of phase 3 the children should be able to read the following tricky words by sight: he
she we me be
you
was
they
all
are my

15. (Recapped in Year 1 if needed)
Phase 4
6 weeks
Reception
(Recapped in Year 1 if needed)

16. There are no “new” phonemes to learn!
The children learn:
The difference between vowels and consonants
We look at matching capital and lower case letters
They learn to blend “consonant clusters” such as st, cr, bl, str.
What a syllable is and how to blend words such as shampoo chimpanzee and farmyard.
The tricky words

17. Tricky words
By the end of phase 4 the children should be able to read the following tricky words by sight:
said
have
like so do
some
come
were
there
little
one
when
out
what

18. Starts in Reception and carries on in Year 1
Phase 5
30 weeks
Starts in Reception and carries on in Year 1
(Recapped in Year 2 if required)

19. Alternative graphemes
rain Monday cake
ai – phase 3 – middle spelling rule
ay – phase 5 – end spelling rule
a-e – phase 5 - split digraph with a consonant in between

20. Alternative pronunciations
i- fin, find
ow - cow, blow
y - yes, by, very
o - hot, cold
ie - tie, field
ch - chin, school, chef

21. Tricky words
By the end of phase 5 the children should be able to read the following tricky words by sight: oh
their
people Mr
Mrs
looked
called
asked
could

22. Phase 6 (Spelling and Grammar)
30 weeks
Year 2
By the beginning of Phase Six, they should be able to read hundreds of words, doing this in three ways:
1. Reading the words automatically if they are very familiar
2. Decoding them quickly and silently because their sounding and blending routine is now well established;
3. Decoding them aloud.
Children’s spelling should be phonemically accurate, although it may still be a little unconventional at times. Spelling usually lags behind reading, as it is harder. During this phase, children become fluent readers and increasingly accurate spellers.

23. Grammar rules
Year One vocab:
letter, capital letter , word, singular, plural, sentence, punctuation, full stop, question mark, exclamation mark
Year Two vocab:
noun, phrase, statement, question, exclamation, command, compound, suffix, adjective, adverb, verb, tense (past, present) apostrophe, comma

24. Irregular past tense verbs
Past tense spellings
Verbs
look – looked
jump - jumped
Irregular past tense verbs
go – went
come – came
say – said

25. Spelling strategies
Syllables - I can break it into smaller bits to remember (e.g. Sep-tem-ber, ba-by)
2. Base words - I can find its base word
(e.g. Smiling – base. smile +ing)
3. Analogy - I can use words that I already know to help me (e.g. could: would, should)
4. Mnemonics - I can make up a sentence to help me
remember it (e.g. could – O U lucky duck, because – big elephants can always understand small elephants!)