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

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

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

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!

Aspect 7 – Oral segmenting and blending

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

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

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!)

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.

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

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

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

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

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

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

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

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

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)

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

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

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

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.

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

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

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!)