Progression in
reading
At Leavening Community
Primary School
Our lesson this morning…
• Introduction and background to how we
teach early reading(phonics through to
reading in KS2).
• Phonics quiz!!
• An overview of the progression in phonics
from Early Years through to year 6
• Activities – what goes on in a phonics
lesson?
• Reading across school
• Questions and answers
Our aim of this morning
are…
•
to provide you with an insight into
the teaching of and progression of
phonics and reading here at
Leavening CP School.
An overview of the phases in phonics:
Phase 1 – Recognising sounds in our environment, with musical instruments and
using body percussion. Learning about rhythm and rhyme, as well as sharing
stories and books.
Phase 2 – Children begin to learn that letters have sounds. They put these together
to make simple words (vc and cvc) and practise writing, reading and spelling. They
begin to learn some high frequency words and tricky words.
Phase 3 – Children learn another 25 graphemes, most of them are made up of 2
letters. They continue writing, reading, spelling and putting together the
graphemes to make words.
Phase 4 – Children will consolidate children’s knowledge of graphemes in reading and
spelling words.
Phase 5 – Children will further their understanding and use of graphemes and
phonemes. They learn that there are alternative ways of pronouncing graphemes and
need to choose the correct one when it comes to spelling.
Phase 6 – This is where we are all working! At this stage, children
consolidate their learning from the previous phases. They begin to
learn about prefixes, suffixes and the past/present tense.
Phase 1
made up of seven aspects (EIBRAVO)
•
environmental sounds
•
instrumental sounds
•
body percussion
•
rhythm and rhyme
•
alliteration
•
voice sounds
•
oral blending and segmenting
children learn…
•
awareness of rhyme and alliteration
•
to distinguish between different sounds in the environment and phonemes
•
to explore and experiment with sounds and words
•
to orally blend and segment phonemes
•
this phase lays the foundations that are needed for the next phase
•
children in nursery will be working through this phase
•
children engage in adult-led activities that help develop oral blending and segmenting
of the sounds of spoken words EXAMPLE parents can join in later
Phase 2
• falls largely within the literacy area of the new EYFS curriculum
children are learning how to…
• hear and say the initial sound in words
• segmenting the sounds in simple words and blending them together
• link sounds to letters
• read irregular words (tricky words)
• this phase is made up of 19 letters of the alphabet each with its own sound
they are…
• satpinmdeurhbgockfl
• blending separate sounds together into whole sounds for reading
• segmenting whole words into separate sounds for spelling
• blending to read simple captions
• tricky words are…
• the, to, no, go, I
each lesson should last only twenty minutes and is delivered in four sections…
• recap/revisit
• teach
• practise
• Apply
http://www.focusonphonics.co.uk/sound.htm
Phase 3
• 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
• During Phase 3, children will also learn the letter
names using an alphabet song, although they will
continue to use the sounds when decoding words.
• Tricky words
• During Phase 3, tricky words (which can't yet be
decoded) are introduced:
•
her
Phase 4
• When children start Phase Four of the Letters
and Sounds phonics programme, they will know a
grapheme for each of the 42 phonemes. They will
be able to blend phonemes to read CVC
(consonant-vowel-consonant) words and segment
in order to spell them.
• Children will also have begun reading
straightforward two-syllable words and simple
captions, as well as reading and spelling some
tricky words.
• In Phase 4, no new graphemes are introduced. The
main aim of this phase is to consolidate the
children's knowledge and to help them learn to
read and spell words which have adjacent
consonants, such as trap, string and milk.
Phase 5
• Children broaden their knowledge of
graphemes and phonemes for use in
reading and spelling
• Learn new graphemes and alternative
pronunciations some of which they will
have already encountered in high
frequency words
• Learn to choose the appropriate
graphemes when spelling and begin to build
up word specific knowledge
New graphemes for
reading
Alternative pronunciations
Phase 6
• Phase 6 is all about enabling
children to become fluent readers
and spellers.
• Children remain in Phase 6 for the
rest of their primary school career
maybe longer – or forever!
• Support for spelling
Areas covered
Identifying the tricky bit in a word.
Develop strategies for spelling longer
words.
Develop guidelines for making choices
between spelling alternatives.
Begin to explore spelling conventions
e.g.
when using the past tense, adding
suffixes
Teaching or reading V
Practising reading
Guided reading
Shared reading
Cross curricular reading
Changing books routine
Parents role
Reciprocal Reading
…the next steps…..
Activities
What your child would do in a phonics
lesson…
What can you do to help your child’s
reading development?
•Be prepared to spend some time with your child, sharing
a book, ANY book, for 10 minutes each day!
•Read anything and everything!
•Help practise reading, spelling and writing the words in
their word kit packs.
•To support comprehension- do reciprocal reading
•Play sound recognition games with your child, such as
“Eye Spy” and “Guess the word”.
•Be patient Children develop at different paces!
•Make it fun. Learning to read shouldn’t be a painful
experience for you!!!!
Thank you for your continued
support in your child’s education.
We really value your efforts…..