Phonics

At Newton Tony both the Hedgehogs and Squirrels classes follow Letters and Sounds. Letters and Sounds is designed to help practitioners and teachers teach children how the alphabet works for reading and spelling by:

• fostering children’s speaking and listening skills as valuable in their own right and as preparatory to learning phonic knowledge and skills;
• teaching high quality phonic work at the point they judge children should begin the programme. For most children, this will be by the age of five with the intention of equipping them with the phonic knowledge and skills they need to become fluent readers by the age of seven.

 

Below is an overview of each stage:
By the end of Phase Two children should:
• give the sound when shown any Phase Two letter, securing first the starter letters s, a, t, p, i, n;
• find any Phase Two letter, from a display, when given the sound;
• be able to orally blend and segment CVC words;
• be able to blend and segment in order to read and spell (using magnetic letters) VC (vowel-consonant) words such as: if, am, on, up and ‘silly names’ such as ip, ug and ock;
• be able to read the five tricky words the, to, I, no, go.

 

By the end of Phase Three children should:
• give the sound when shown all or most Phase Two and Phase Three graphemes;
• find all or most Phase Two and Phase Three graphemes, from a display, when given the sound;
• be able to blend and read CVC words (i.e. single-syllable words consisting of Phase Two and Phase Three graphemes);
• be able to segment and make a phonemically plausible attempt at spelling CVC words (i.e. single-syllable words consisting of Phase Two and Phase Three graphemes);
• be able to read the tricky words he, she, we, me, be, was, my, you, her, they, all, are;
• be able to spell the tricky words the, to, I, no, go;
• write each letter correctly when following a model.

By the end of Phase Four children should:
• give the sound when shown all or most Phase Two and Phase Three graphemes;
• find all or most Phase Two and Phase Three graphemes, from a display, when given the sound;
• be able to blend and read CVC words (i.e. single-syllable words consisting of Phase Two and Phase Three graphemes);
• be able to segment and make a phonemically plausible attempt at spelling CVC words (i.e. single-syllable words consisting of Phase Two and Phase Three graphemes);
• be able to read the tricky words he, she, we, me, be, was, my, you, her, they, all, are;
• be able to spell the tricky words the, to, I, no, go;
• write each letter correctly when following a model.

By the end of Phase Five children should:
• give the sound when shown any grapheme that has been taught; for any given sound, write the common graphemes;
• apply phonic knowledge and skill as the prime approach to reading and spelling unfamiliar words that are not completely decodable;
• read and spell phonically decodable two-syllable and three-syllable words;
• read automatically all the words in the list of 100 high-frequency words;
• accurately spell most of the words in the list of 100 high-frequency words; form each letter correctly.

Click on the links below for more information

Phase-2-and-3-Sound-Mat

Phase-2-sounds-and-tricky-words

Phase-3-sounds-and-tricky-words

Phase-4-blends-and-clusters-and-tricky-words

t-l-6238-phase-5-sounds-and-tricky-words-desk-mat-

Phonics- useful websites

Phase 5 soundmat

Alphabetic Code

Handwriting

High Frequency Word List

Letters_and_Sounds_handout_for_parents