Phonic is taught at RPA in line with the National Curriculum. The information below outlines our aims, teaching and learning style and general expectations of the children.
Phonics at RPA
From when our children start in Reception they are exposed to listening and speaking opportunities which will form the foundations of learning to read and write. The more chances your child has to develop good listening and speaking skills the more likely they will thrive when asked to learn the sounds we use to read and write.
We follow the 'Little Wandle Letters and Sounds' scheme of work to teach phonic skills, throughout each phase, to our Early Years and Key Stage 1 children. To support with reading, all of our early reading books use a phonics based approach.
“If a child memories ten words the child can only read ten words, but if the child learns the sound of ten letters they will be able to read 350 three sound words, 4320 four sound words and 21650 five sound words” - Martin Kozloff 2002
At the beginning of the year, EYFS and Year 1 teachers will invite parents to attend a phonics workshop. This will provide parents with the opportunities to watch phonics lessons, gain a better understanding of the expectations as well as providing the opportunity to spend some time with their child enjoying some phonics activities in the classroom.
Phonics it taught daily by following the sequence below:
Revisit and review
Practice previously learned letters or graphemes
Teach new graphemes
Practice blending and reading words with new sound (sound buttons)
Practice segmenting and spelling words with new sound (sounding out on fingers)
Read or write words, captions or sentences using new sounds
As set out by the Department of Education, Year 1 pupils, and children from Year 2 who need to resit, complete a phonics screening check to assess the phonics knowledge of children across the country. The check takes place during the month of June. Pupils will sit with a teacher and be asked to read 40 words aloud, half of which are real words and half are pseudo words. Results will be shared with parents and published online.
In Key Stage 2, those children who require further phonic support take part in small booster groups delivered by our trained teaching assistants this is part of our phonics scheme as to remain consistent to the children's learning.
Please see the list of websites below which you may find useful in supporting your child with their phonics, or ask your child's class teacher if you would like further advice on how to support your child with phonics.
practise making words with this game
Lots of information and guidance
A selection of interactive games for all phonic phases.
A great selection of games that link well with games in Letters and Sounds.
Printable resources for each of the Letters and Sounds phonic phases, also links to games aligned with each phase.
Letter names come up in alphabetical order
Activities for all phases
Phonic game with choice of difficulty (some HFWs, some vowel blends, very varied)
blend (vb) — to draw individual sounds together to pronounce a word, e.g. s-n-a-p, blended together, reads snap
cluster — two (or three) letters making two (or three) sounds, e.g. the first three letters of 'straight' are a consonant cluster
digraph — two letters making one sound, e.g. sh, ch, th, ph.
vowel digraphs comprise of two vowels which, together, make one sound, e.g. ai, oo, ow
split digraph — two letters, split, making one sound, e.g. a-e as in make or i-e in site
grapheme — a letter or a group of letters representing one sound, e.g. sh, ch, igh, ough (as in 'though')
grapheme-phoneme correspondence (GPC) — the relationship between sounds and the letters which represent those sounds; also known as 'letter-sound correspondences'
mnemonic — a device for memorising and recalling something, such as a snake shaped like the letter 'S'
phoneme — the smallest single identifiable sound, e.g. the letters 'sh' represent just one sound, but 'sp' represents two (/s/ and /p/)
segment (vb) — to split up a word into its individual phonemes in order to spell it, e.g. the word 'cat' has three phonemes: /c/, /a/, /t/
VC, CVC, CCVC — the abbreviations for vowel-consonant, consonant-vowel-consonant, consonant-consonant-vowel-consonant, which are used to describe the order of letters in words, e.g. am, ham, slam.