Phonics
Our intent
At Iveson Primary School, our English curriculum is designed to develop children’s love of reading, writing and discussion and prepare our learners for life as successful, valuable and socially responsible citizens. We inspire an appreciation of our rich and varied literary heritage and a habit of reading widely and often.
We nurture a culture where children take pride in their writing, can write clearly, imaginatively and accurately and adapt their language and style for a range of contexts. We inspire children to be confident in the art of speaking and listening and to use discussion to communicate and further their learning in all areas of the curriculum.
We believe that children need to develop a secure knowledge-base in Literacy, which follows a clear pathway of progression as they advance through the primary curriculum.
Our carefully sequenced, broad and balanced curriculum, underpinned by inclusive practice, aims to provide our children with the opportunity to build on their experiences in order to achieve their goals. We believe that a secure basis in literacy skills is crucial to a high quality education across the curriculum.
Phonics
It is crucial for children to develop a life-long love of reading. Reading consists of two dimensions: language comprehension and word reading. Language comprehension (necessary for both reading and writing) starts from birth. It only develops when adults talk with children about the world around them and the books (stories and non-fiction) they read with them, and enjoy rhymes, poems and songs together. Skilled word reading, taught later, involves both the speedy working out of the pronunciation of unfamiliar printed words (decoding) and the speedy recognition of familiar printed words. Writing involves transcription (spelling and handwriting) and composition (articulating ideas and structuring them in speech, before writing).
Early Learning Goal
Word Reading
Children at the expected level of development will
Say a sound for each letter in the alphabet and at least 10 digraphs
Read words consistent with their phonic knowledge by sound-blending
Read aloud simple sentences and books that are consistent with their phonic knowledge, including some common exception words.
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| Nursery
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| Autumn 1
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Autumn 2
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Spring 1
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Spring 2
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Summer 1
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Summer 2
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| Phase 1
Phonological Awareness Aspect 1: Environmental Sounds Aspect 2: Instrumental Sounds |
Phase 1
Phonological Awareness Aspect 1: Environmental Sounds Aspect 2: Instrumental Sounds Aspect 3: Body Percussion |
Phase 1
Phonemic Awareness Revise Aspects 1-3 Aspect 6: Voice Sounds Aspect 7: Oral Blending and Segmenting |
Phase 1
Phonemic Awareness Revise Aspects 1-3,6 Continue to Teach Aspects 6-7 |
Phase 1
Phonemic Awareness Revise Aspects 6-7 |
Phase 1
Phonemic Awareness Revise Aspects 4-7 |
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| Reception | ||||||||
| Autumn 1
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Autumn 2
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Spring 1
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Spring 2
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Summer 1
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Summer 2
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| Progression:
4 sounds per week |
Phase 2
Week 1-6 – Introduce and teach phonemes. Week 5 – Phonics Assessment / Review |
Phase 3
Week 1-6 – Introduce and teach phonemes. Week 5 – Phonics Assessment / Review
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Phase 3-4
Week 1-6 – Introduce and teach phonemes. Week 5 – Phonics Assessment / Review |
Phase 3-4
Week 1-6 – Introduce and teach phonemes. Week 5 – Phonics Assessment / Review |
Phase 4
Week 1-6 – Introduce and teach phonemes. Week 5 – Phonics Assessment / Review |
Phase 5 introduction
Week 1-6 – Introduce and teach phonemes. Week 5 – Phonics Assessment / Review |
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| Harder to Read words | I, the, no, put, of, is, to, go, into, pull, as his | He, she, we, was, you, my, her, me, be, buses, push
Words ending in -es |
they, all, are, ball, tall,
when, what |
Said, have, like, so, do, some, come, were, there, little, one, out,
Children, love |
Review | Oh, their, people, Mr, Mrs, your, ask, should, would, could, asked, house, mouse, water, want, very
Words ending in -le |
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Year 1 |
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| Autumn 1
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Autumn 2
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Spring 1
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Spring 2
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Summer 1 | Summer 2
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| Progression:
4 sounds per week |
Phase 5
Week 1-6 – Introduce and teach phonemes. Week 5 – Phonics Assessment / Review
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Phase 5
Week 1-6 – Introduce and teach phonemes. Week 5 – Phonics Assessment / Review
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Phase 5
Week 1-6 – Introduce and teach phonemes. Week 5 – Phonics Assessment / Review
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Phase 5
Week 1-6 – Introduce and teach phonemes. Week 5 – Phonics Assessment / Review |
Phase 5/6
Spelling Patterns Weeks 1-7- Revision of alternate graphemes and teach new spelling patterns to consolidate phonics knowledge. 1. Using ‘k’ rather than ‘c’ before e, I and y e.g. sketch
2. Words ending in ‘v’ typically have ‘e’ on the end. 3. Adding ‘ing’ ‘er, ‘ed’ on the end of words. |
Phase 6
Spelling Patterns Weeks 1-7- Teach new spelling patterns to consolidate phonics knowledge. 4. Adding ‘s’ or ‘es’ to the end of words. 5. Adding ‘er’ or ‘est’ to adjectives. 6. Prefix ‘un’ added to the beginning of words. |
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| Harder to Read and Spell words | Numbers to ten
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Please, once, any, many, again, who, whole, where, two
Numbers to ten
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Here, sugar, friend, because
Days of the Week
Numbers to ten
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Days of the Week Numbers to 20 |
Revisit
Words ending in –ous, -ion, -ian |
Revisit
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Year 2 |
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Autumn 2
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Spring 1
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Spring 2
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Summer 1
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Summer 2
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| Spelling Focus | Phase 5/6
Weeks 1-6 – Revision of phase 5 alternate spellings and Y1 spelling patterns. |
Phase 6
Weeks 1-6 – Teach new spelling patterns to consolidate phonics knowledge. 1. J alternatives (–g, ge, dge) e.g. age, charge. 2. Homophones and near homophones e.g. to, too, two 3. Kn, gn (n) sound at the beginning of a word e.g. knee 4. –le spelling at the end of words e.g. table. 5. –el spelling at the end of words e.g. camel. |
Phase 6
Weeks 1-6 – Teach new spelling patterns to consolidate phonics knowledge. 6. Adjectives ending in –al. 7. The y changed to I before -es Is added e.g. flies 8. The y is changed to I before –ed, –er and –est are added, but not before –ing e.g. copy –copied. 9. Dropping –e e.g. hike-hiking.
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Phase 6
Weeks 1-6 – Teach new spelling patterns to consolidate phonics knowledge.
10. Doubling consonant letters before adding –ing, -ed, -er, -est e.g. patting 11. or phoneme spelt as ‘a’ e.g. ball 12. Plurals (-y is changed to –I before –es is added). 13. Contractions e.g. can not- can’t 14. ee phoneme spelt as ‘ey’ e.g. monkey. |
Phase 6
Weeks 1-6 – Revision of spelling patterns to consolidate phonics knowledge. Teach: 15. Words ending in –tion. 16. –ur phoneme after ‘w’ e.g. word.
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Phase 6
Weeks 1-6 – Teach new spelling patterns to consolidate phonics knowledge. 17. –or phoneme spelt –ar after w. e.g. warm 18. –zh phoneme spelt –s e.g. television. 19. suffixes –ment, –ness, –ful , –less and –ly. 20. Contractions e.g. didn’t 21. Plurals –s, -es and –ies. 22. The possessive apostrophe e.g. Megan’s 23. Words ending in –il e.g. pencil.
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| Common Exception Words (harder to read and spell words) | door, floor, poor, because, find, kind, mind, behind, child, children, wild, climb, most, only, both | old, cold, gold, hold, told, every, everybody, even, great, break, steak, pretty, beautiful, after, Christmas | fast, last, past, father, class, grass, pass, plant, | path, bath, hour, move, prove, improve, sure, sugar, eye, could, | any, many, clothes, busy, people, should, would, who, whole
Months of the Year |
water, again, half, money, Mr, Mrs, parents
Months of the Year Numbers |
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Nursery
AD – ‘A’ is the first sound in my name. I like ‘s’ and ‘t’.
Reception
MD- I like to read my reading book every day. Sometimes I find it tricky.
I like alien words they are funny!
AZ – I like writing all the sounds. Our sound is ‘ue’ the sky’s blue.
EM – I like the harder to read words I can do them all!
JL – I like to write in our green books (activity books) to read the sounds and words.
Year 1
PH – I like learning the new sounds.
BM – I enjoy writing the words.
SLH – I enjoy reading the sentences and the harder to read and spell words.
OA – I enjoy when we read the words and see the pictures.
CG – I enjoy saying the sounds.
JW – I like counting the sounds.
EA – I like practicing the alien words.
AV – I love learning the new sounds.
VN – I like all the sounds we have learnt. My favourite is ‘ir – a quirky shirt’.
I enjoy writing the sentences because they are long and hard.
KS – I like when we do robot words and sound them out.
EM – Phonics helps us to read harder to read and spell words and hard books.
GA – I enjoy practising the sounds with the cards.
