Phonics & Reading

What is Phonics?

Phonics is a way of teaching children to read by breaking up words into small chunks of sound. For example we can break a simple word like ‘cat’ into the three sounds c-a-t.

To become successful readers, children will learn the individual sounds for each letter or group of letters. Some sounds in English are made up of more than one letter such as the sound ‘ea’ in tea or team.

Once children know the sounds they will be able ‘decode’ unfamiliar words by breaking the word into sounds then read the word by blending back together. For example: sh — o — p = shop

Why do we teach phonics?

Research shows that when phonics is taught in a structured way (starting with the easiest sounds, progressing through to the most complex), it’s the most effective way of teaching young children to read. It’s particularly helpful for children aged 5–7.

Almost all children who have good teaching of phonics will learn the skills they need to tackle new words. They can then go on to read any kind of text fluently, confidently and for enjoyment.

How do we teach phonics at Woodland?

Phonics is most successful when taught using a consistent resource and approach across the school. At Woodland we use a phonics scheme called Letters and Sounds.

Letters and Sounds is a ‘synthetic phonics scheme’. This simply means that we teach the sounds first and then begin to blend them together to make whole words.

Below is a glossary of words that teachers use when planning and describing phonics. Children also enjoy learning the technical words for the different sounds and letter groups.

Phoneme Smallest unit of sound.
Grapheme Letter sound correspondence.
Digraph Two letters, but one sound.
Consonant diagraph th, sh, ch, ss, ll, ff, ck, ng
Vowel diagraph ai, ee, ie, oa, ue
Split diagraph a_e, o_e, i_e, u_e, e_e
Trigraph Three or more letters, but one sound.

There are six overlapping phases. The table below is a summary based on the Letters and Sounds guidance for Practitioners and Teachers. For more detailed information, visit the Letters and Sounds website.

Phase Phonic Knowledge and Skills
Phase One

(FS1)

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 Two

(FS2)

Learning 19 letters of the alphabet and one sound for each. Blending sounds together to make words. Segmenting words into their separate sounds. Beginning to read simple captions.
Phase Three

(FS2)

The remaining 7 letters of the alphabet, one sound for each. Graphemes such as ch, oo, th representing the remaining phonemes not covered by single letters. Reading captions, sentences and questions. On completion of this phase, children will have learnt the “simple code”, i.e. one grapheme for each phoneme in the English language.
Phase Four

(Year 1)

4 to 6 weeks

No new grapheme-phoneme correspondences are taught in this phase. Children learn to blend and segment longer words with adjacent consonants, e.g. swim, clap, jump.
Phase Five

(Year 1)

Now we move on to the “complex code”. Children learn more graphemes for the phonemes which they already know, plus different ways of pronouncing the graphemes they already know.
Phase Six

(Throughout Year 2 and beyond)

Working on spelling, including prefixes and suffixes, doubling and dropping letters etc.

What is the Government’s phonics screening check?

The Government has a phonics screening check for all Year 1 children. Each child will sit with a teacher they know and be asked to read 40 words aloud. Some of the words they may have read before and some words will be completely new to them. The test normally takes a few minutes to complete and there is no time limit. The 40 words in the test will be made up of real words and non-words. The test is carefully designed not to be stressful for your child.

For a sample test click here

What are nonsense-words?

Nonsense-words or pseudo words are nonsense words made up of letter sounds. For example: ‘vam’ or ‘jound’.

These words are included in the screening test so they are unfamiliar to the child and therefore test their ability to decode words using phonics.

Julia Donaldson’s top reading tips

Julia Donaldson has written some of the most popular and best-loved children’s stories including The Gruffalo and The Gruffalo’s Child, Room on the Broom, The Highway Rat, Zog and Stick Man.

She is also the author of the popular phonic Songbirds series, part of Oxford Reading Tree published by Oxford University Press.

Watch these videos of Children’s Laureate Julia Donaldson talking about some simple and fun ways you can help your child with their reading at home. Guaranteed to make reading fun and help your child develop a love of reading.

https://www.oxfordowl.co.uk/for-home/reading-owl/top-tips–3/julia-donaldsons-top-tips


Helping your child with reading

Here at Woodland Primary School we believe reading to be very important. A great deal can be done in the home to help your child with reading. The link below gives tips on how to inspire readers and share books with your child.
http://www.booktrust.org.uk/books/children/how-to-share-books/

“Great support system”
Parents evening comments
“It’s a safe environment”
Parents evening comments
“Staff care about the children and their wellbeing”
Parents Evening Comments
“I never knew the school was here before we moved and now I think it is the best school in the world!”
Parents Evening Comments
“Thank you Woodland for being such a good school.  My kids are coming on so well.”
Parents Evening Comments
“My son loves school – you can’t ask for more than that.”
Parents Evening Comments
“I love to be invited into school – it is always so much fun!”
Parents Evening Comments
“I can’t believe how much my children have learnt this year. “
Parents Evening Comments
“I love Marvellous Me – thank you for all the reminders.  You keep me and my girls on-track!”
Parents Evening Comments
“The office staff are always so friendly and helpful.  Nothing is too much bother for them.”
Parents Evening Comments
“My child is very happy in school.  Their teachers have all been amazing!”
Parents Evening Comments
“At Woodland i know that my children are in a safe environment where people care for them.”
Parents Evening Comments
“My child is very happy in school.  Their teachers have all been amazing!”
Parents Evening Comments
“The thing I have noticed most is that the staff care about the children and their wellbeing.”
Parents Evening Comments
They love to tell me about school when they get home.”
Parents Evening Comments