Where Pupils Shine
Research confirms our school’s underlying philosophy that repetition of reading a book leads to greater learning of vocabulary because the children pick up new information with each reading.
Children are given individual reading books that may contain few words and they may seem to ‘finish’ them quickly. There are many skills that your child needs to develop as a reader and with repeated readings you can focus on these different skills. In this way children will become fluent readers who can not only decode words but understand and enjoy a variety of texts. The Rose Report, an independent review of the teaching of reading, describes this as a journey from ‘learning to read’ to ‘reading to learn, for pleasure and purpose’.
As their reading progresses encourage your child to:
Alongside your child's school reading book, we strongly recommend reading to them. Reading schemes help your child towards independent reading but ‘real books’ give them a flavour of the wealth of literature that they will one day be able to access independently and, as mentioned above, repeated readings can lead to greater learning.This can be a cosy, bedtime activity for sharing and enjoyment of a book. The child can be the listener and will learn a great deal from hearing an experienced reader read aloud, such as seeing how the pages are turned, how expression is used and different voices used for different characters, how the plot develops and so on.
You may find that your child will begin to join in with a favourite book. With a new book you may want to ask your child how they think the story will end, about whether they liked the story or particular characters.
Let your child see you read, and share it with them, for example reading a recipe, reading the newspaper headlines, reading the destination on the bus, reading shop signs and labels on items in the shop. Read in different place (share a book on the train, go to the park and read, build a reading den a read with a torch).
Children love to learn new skills through a game. Here are some suggestions:
I-Spy: for early readers use the letter sound but once the children are confident with the sounds use the letter names.
Make up silly rhymes and phrases using alliteration (big, bright, blue, balloons).
Go on a 'sound hunt'. Find objects around the house that start with the same sound.
Use ‘robot-talk’ to talk to each other, for example (i-t i-s r-e-d)
Children can borrow up to 20 books from Crosby Library!
Jargon Buster (sorry!):
Phoneme - smallest unit of sound
Grapheme - how a sound is recorded
Diagraph - 2 letters that make 1 sound
Trigraph - 3 letters that make 1 sound
Split diagraph - when an 'e' is used to make a long vowel sound
CVC words - (consonant vowel consonant)
Blending - blending sounds to read words
Segmenting - segment words to spell
Some Examples:
CAT has 3 phonemes - C-A-T
SHOP has 3 phonemes - SH-O-P
FAIR has 3 phonemes - F-AIR
CAT, BAG, LIP are CVC words
ai, ay, a-e are all graphemes (ways of recording) for the same phoneme (sound)
SH in shop is a diagraph (2 letters making 1 sound)
AIR in fair is a trigraph (3 letters making 1 sound)
I-E in slide is a split daigraph (the 'e' changing the word from slid to slide)
Phase 1 (usually secured pre-school)
Phase One of Letters and Sounds concentrates on developing children's speaking and listening skills and lays the foundations for the phonic work which starts in Phase 2. The emphasis during Phase 1 is to get children attuned to the sounds around them and ready to begin developing oral blending and segmenting skills.
Phase 1 is divided into seven aspects. Each aspect contains three strands: Tuning in to sounds (auditory discrimination), Listening and remembering sounds (auditory memory and sequencing) and Talking about sounds (developing vocabulary and language comprehension).
Phase 2 (usually secured during Reception)
In Phase 2, letters and their sounds are introduced one at a time. A set of letters is taught each week, in the following sequence:
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
The children will begin to learn to blend and segment to begin reading and spelling. This will begin with simple words.
Words using set 1
at |
sat |
pat |
tap |
sap |
Words using set 1 and 2
(+i) |
(+n) |
(+m) |
(+d) |
it |
an |
am |
dad |
is |
in |
man |
sad |
sit |
nip |
mat |
dim |
sat |
pan |
map |
din |
pit |
pin |
Pam |
did |
pip |
tan |
Tim |
Sid |
sip |
nap |
Sam |
and |
tip |
tin |
|
dip |
Words using sets 1-3
(+g) |
(+o) |
(+c) |
(+k) |
tag |
got |
can |
kid |
gag |
on |
cot |
kit |
gig |
not |
cop |
Kim |
gap |
pot |
cap |
Ken |
nag |
top |
cat |
|
sag |
dog |
cod |
|
gas |
pop |
|
|
pig |
God |
|
|
dig |
Mog |
|
|
Words using set 1-4
(+ck) |
(+e) |
(+u) |
(+r) |
kick |
get |
up |
rim |
sock |
pet |
mum |
rip |
sack |
ten |
run |
ram |
dock |
net |
mug |
rat |
pick |
pen |
cup |
rag |
sick |
peg |
sun |
rug |
pack |
met |
tuck |
rot |
ticket |
men |
mud |
rocket |
|
neck |
sunset |
carrot |
Words using set 1-5
(+h) |
(+b) |
(+f and ff) |
(+l and ll) |
(+ss) |
had |
but |
of |
lap |
ass |
him |
big |
if |
let |
less |
his |
back |
off |
leg |
hiss |
hot |
bet |
fit |
lot |
mass |
hut |
bad |
fin |
lit |
mess |
hop |
bag |
fun |
bell |
boss |
hum |
bed |
fig |
fill |
fuss |
hit |
bud |
fog |
doll |
hiss |
hat |
beg |
puff |
tell |
pass |
has |
bug |
huff |
sell |
kiss |
hack |
bun |
cuff |
Bill |
Tess |
hug |
bus |
fan |
Nell |
fusspot |
|
Ben |
fat |
dull |
|
|
bat |
|
laptop |
|
|
bit |
|
|
|
|
bucket |
|
|
|
|
beckon |
|
|
|
|
rabbit |
|
|
|
Alongside this children are introduced to tricky/exception words. These are the words that are irregular words. That means that phonics cannot be applied to the reading and spelling of these words.
The tricky words introduced in phase 2 are:
to |
the |
no |
go |
I |
Useful websites for phase 2:
http://www.letters-and-sounds.com/phase-2.html
Phase 3 (usually secure in Reception/Year 1)
By the time they reach Phase 3, children will already be able to blend and segment words containing the 19 letters taught in Phase 2.
Over the twelve weeks which Phase 3 is expected to last, twenty-five new graphemes are introduced (one at a time).
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
Tricky words:
we |
me |
be |
was |
no |
go |
my |
you |
they |
her |
all |
are |
Phase 4 (usually secured in Year 1)
By Phase 4 children will be able to represent each phoneme. They will blend phonemes to read CVC words and segment CVC words for spelling. They will also be able to read two syllable words that are simple. They will be able to read all the tricky words learnt so far and will be able to spell some of them.
This phase consolidates all the children have learnt in the previous phases.
Tricky words:
said |
so |
she |
he |
have |
like |
some |
come |
were |
there |
little |
one |
they |
all |
are |
do |
when |
out |
what |
my |
her |
|
|
|
By this point children would be expected to be reading CVC words at speed along with the tricky words from the previous phases. It is important that children are taught that blending is only used when a word is unfamiliar.
Phase 5 (for most children - taught in Year 1/consolidated in Year 2)
Children will be taught different ways of representing the phonemes.
Tricky words:
oh |
their |
people |
Mr |
Mrs |
looked |
called |
asked |
|
|
|
|
water |
where |
who |
again |
thought |
through |
work |
mouse |
many |
laughed |
because |
different |
any |
eyes |
friends |
once |
please |
|
New graphemes for reading:
|
|
|
Split diagraphs: |
ay day |
oy boy |
wh when |
a-e make |
ou out |
ir girl |
ph photo |
e-e these |
ie tie |
ue blue |
ew new |
i-e like |
ea eat |
aw saw |
oe toe |
o-e home |
|
|
au Paul |
u-e rule |
By this phase children should be reading words fluently and no longer be blending and segmenting familiar words.
Phase 6 (Year 2)
In phase 6 children will be reading longer and less familiar texts independently and fluently. It is crucial that at this point children are now reading to learn and reading for pleasure.
Children should be able to read the 300 high frequency words. At this point it is important that comprehension strategies are developed so that children clarify meaning, ask and answer questions about the texts they are reading, construct mental images during reading and summarise what they have read.
In spelling children are introduced to the adding of suffixes and how to spell longer words. Throughout the phase children are encouraged to develop strategies for learning spellings.