Children First

Sherborn Crescent, Poole, Dorset BH17 8AP

office@adastra.poole.sch.uk

01202 602113

Welcome to

Ad Astra Infant School

Phonics

 

 

As a Trust, we follow the progression, principles and practices in ‘Letters and Sounds’ alongside the writing and reading aspects of the National Curriculum. Letters and Sounds is a high quality phonics teaching resource produced by the government. From this resource, we have chosen to develop our own planning following the progression within Letters and Sounds, tailoring it to meet the needs of our children.

The children are initially taught phonics in their own class during ‘whizzy word workshop’. As the children progress through the school, they may be placed in groups where the learning can be tailored to focus on their own individual next steps.

We also use Jolly Phonics, to support the teaching of the letters (graphemes) and sounds (phonemes). The children are introduced to each letter/group of letters (grapheme/s) and sounds (phoneme), through a short story and song, and they learn an action to make when they are saying the sound (phoneme). 

Example for ‘a’ 

Grapheme: a

The story: A family are going on a picnic. They find a nice place to sit, lay out the blanket and begin eating. Suddenly the girl feels a tickle on her arm and jumps up saying ‘a, a, a, a, a, a, a’   ant.

 Action: wiggle your fingers above your elbow as if ants are crawling on you, and say a,a,a,a,a!

 Song:    a-a!  Ants on my arm. a-a!  Ants on my arm.  a-a!  Ants on my arm. They’re causing me alarm!

 

All classes follow the progression through the following phases:

Phase one – Environmental Sounds:

Phase one falls largely within the communication, language and literacy areas of learning in the EYFS curriculum. In particular, it will support linking sounds and letters in the order they occur in words. The children will be provided with a range of speaking and listening opportunities, discriminating between sounds, listening to environmental and instrumental sounds and exploring rhythm, rhyme and alliteration.

 Within this phase, the children will begin to blend and segment orally, practising the skills needed to read and write.

Phase two:

Phase two will involve teaching the children at least 19 letters (graphemes), and move children on from oral blending and segmentation to blending and segmenting with letters. The children learn the sound the letter makes and the name of each letter. By the end of this phase they should be able to read small words and spell them, e.g. cat, sun. They will also be introduced to reading two-syllable words, simple sentences and some tricky words.

 

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

 

Phase three:

During phase three, the children will continue to learn another 25 graphemes, most of them comprising of two letters, so that the children can represent each of the 42 phonemes by a grapheme. The children continue to practise blending and segmenting words and sentences. They will also be introduced to a bank of high frequency words and tricky words. These words will be sent home to learn.

 

j

v

w

x

y

z

zz

qu

ng

ai

ee

igh

th*

oa

oo

oo*

ar

th

or

ur

ow

oi

sh

ear

air

ure

er

ch

 

 

 

Phase four:

The purpose of this phase is to consolidate children’s knowledge of graphemes in reading and spelling words containing adjacent consonants (e.g. stamp) and polysyllabic words (e.g. sandpit). The children are introduced to more high frequency words and tricky words.

Phase five and six:

During phase five and six, the children are provided with opportunities to broaden their knowledge of graphemes and phonemes for use in reading and writing, learning spelling rules and patterns. They will learn new graphemes and alternative pronunciations for these and the graphemes they already know, where relevant. Some of the alternatives will have already been taught through the previously learnt tricky words. The children will learn to choose the correct grapheme when spelling unknown words, and they will apply their word knowledge in a variety of sentences.

  

Handwriting

 

The children are taught to write their letters using a cursive script.

In EYFS the children are taught 'letter patters' that the adults and children say when they are writing their letters.

 

The letters are grouped into four families: