“Learning to read is like learning to run. The more you practise, the faster you become. So practise once a day, and then head out and play.” Sophie Carter
How is Phonics taught at Tregoze?
At Tregoze Primary School, Phonics is taught using the Letters and Sounds Framework, which is a systematic, synthetic phonics programme published by the Department of Education. The children’s learning is enhanced and supplemented using the 'Jolly Phonics' resources, which teach the children the actions, pictorial prompts, and songs. Children are taught in a whole class format daily, with interventions in place for those who are not working at Age Related Expectations (ARE).
Phonic lessons are between 20 and 30 minutes long daily and follow a four part planning to ensure clarity, consistency and rigour. This planning follows the routine of: Revisit > Teach > Practise > Apply. Each lesson is multi-sensory and therefore ensures a variety of reading, writing and ICT based activities are incorporated.
There are six overlapping phases, which the children work through, usually starting in the pre-school setting. In Reception, children work within phases 1 to 3 before progressing to phases 4 and 5 in Year 1 and phase 6 in Year 2. Some intervention groups in Key Stage 2 also focus upon key parts of Letters and Sounds. The programme enables children to see the relationship between reading and spelling, meaning they learn to blend and segment words successfully.
Phonic Phases, Age Related Expectations
|Letters and Sounds||Approximate|
Age / Stage
|Phonics Teaching||Tricky Words|
|Phase 1||Nursery/ Reception||Activities are divided into seven aspects including: environmental sounds, instrumental sounds, body sounds, rhythm and rhyme, alliteration, voice sounds, and finally, oral blending and segmenting.|
|Phase 2||Autumn term of Reception||Children to be taught the Phase 2 phonemes in the following order, alongside the written grapheme. |
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,ss,o
Children to be taught to orally blend and segment CVC words using the above, phase 2, phonemes.
|Phase 3||Spring and Summer term of Reception |
Revisited in Autumn term of Year 1.
|Set 6 – j,v,w,x|
Set 7 – y,z,zz,qu (last of L&S sets)
- sh, th, ch, ng
- ai, ee, long oo, short oo
- oa, ar, or, igh
- ur, ow, oi, ear
- er, air, ure
Completes the teaching of the alphabet and moves to sounds represented by more than one letter. The children will learn letter names and how to read and spell some tricky words.
|he, she, we, me, be, was, my, you, they, her, all, are.|
|Phase 4||Autumn and Spring term of Year 1.||The children learn to read and spell words containing adjacent consonants. Children revise and recall all Phase 2 and 3 phonemes. |
Children to read and write CCVC and CCVCC words.
|Said, so, have, like, some, come, were, there, little, one, do, when, out, what.|
|Phase 5||Spring and Summer of Year 1. |
Revisited in Autumn term of Year 2.
|The children broaden their knowledge of sounds for use in reading and spelling. They will begin to build word-specific knowledge of the spellings of words. |
Sounds: ay, ou, ie, ea, oy, ir, ue, aw, wh, ph, ew, oe, au, ey, a_e, e_e, i_e, o_e, u_e.
|Oh, their, people, Mr, Mrs, looked, called, asked.|
|Phase 6||Throughout Year 2 and beyond.||Working on spelling, including prefixes and suffixes, doubling and dropping letters, as well as alternative pronunciations.|
How can you help at home?
We are grateful to the parents who spend time supporting the education of their child at home, and reading is one of the key areas where parents can assist. The earlier children are exposed to books, the better they will perform with their reading, as well as their creativity and use of imagination. Please watch the phonics videos on this page, to see how you can support your child with their phonics.
A video about letter names and their matching sounds (phonemes)can be found here.
Throughout KS1, the children use phoneme mats to help them to recognise the different phonemes. They will use these when completing any writing activity inside the classroom, either with an adult or when they are completing something independently.