1. Summary of Phases Phase 1 (on-going) Phase 2 (recommended - 6 weeks)
To distinguish between sounds and become familiar with rhyme, rhythm and alliteration.
Phase 2 (recommended - 6 weeks)
To introduce 19 grapheme-phoneme correspondences.
Phase 3 (recommended - 12 weeks)
To teach one grapheme for each of the 44 phonemes in order to spell simple regular words.
Phase 4 (recommended weeks)
To read and spell words containing adjacent consonants.
Phase 5 (during Yr1)
To teach alternative pronunciations for graphemes and alternative spellings for phonemes.
Phase 6 (during Yr2)
To further develop skill in reading and writing- shift of focus to spelling words with suffixes.

2. Phase 2 Letter Progression Set 1: s a t p Set 2: i n m d
Set 3: g o c k
Set 4: ck e u r
Set 5: h b f ff l ll s

3. Phase 3 Set 6: j, v, w, x Set 7: y, z, zz, qu
Letter Progression
Set 6: j, v, w, x
Set 7: y, z, zz, qu
Consonant digraphs: ch, sh, th, ng
Vowel digraphs: ai, ee, igh, oa, oo, ar, or, ur, ow, oi, ear, air, ure, er

4. Using the correct technical vocabulary with children
A phoneme is the smallest unit of sound in a word. A phoneme may be represented by 1, 2, 3 or 4 letters.
Eg. t ai igh
A grapheme is the letter(s) representing a phoneme. Written representation of a sound which may consist of 1 or more letters eg. The phoneme ‘s’ can be represented by the grapheme s (sun), se (mouse), c (city), sc or ce (science)
A syllable is a word or part of a word that contains one vowel sound. E.g. hap/pen bas/ket let/ter
A digraph is two letters, which make one sound.
A consonant digraph contains two consonants
sh th ck ll
A vowel digraph contains at least one vowel
ai ee ar oy
A split digraph is a digraph in which the two letters are not adjacent (e.g. make)
A trigraph is three letters, which make one sound. E.g. igh dge

5. More terms
Oral Blending – hearing a series of spoken sounds and merging them together to make a spoken word (no text is used) for example, when a teacher calls out ‘b-u-s’, the children say bus.
Blending – recognising the letter sounds in a written word, for example m-a-t, and merging them in the order in which they are written to pronounce the word ‘mat’.
Segmenting – identifying the individual sounds in a spoken word (e.g. h-i-m) and writing down or manipulating letters for each sound to form the word ‘him’.

6. Correct Articulation of phonemes!
Practice saying the sounds

7. Tracking Phonics Progress and Record Keeping
Children are assessed at the end of each session to ensure understanding.
Children are more formally assessed half termly (phonics record sheet updated).
This should apply to all children in EYFS, KS1 and KS2 who are still learning phonics in order to become fluent readers.
Children in KS2 with gaps in their phonic knowledge should follow a fast paced phonics catch up programme at their level in order to make rapid progress. (PhonicBooks to be purchased for Y5/Y6)

8. Phonics websites http://www.letters-and-sounds.com Purple Mash Phonics
Phonicsplay
Logging into Phonics Bug at home
Phonics Bug Books Login Details
Username:
Password:
School code: kihi