In Phase 2, children begin to learn the sounds that letters make (phonemes). There are 44 sounds in all. Some are made with two letters, but in Phase 2, children focus on learning the 19 most common single letter sounds.
Although the order in which sounds are taught will depend on which scheme your child’s school follows, usually, they will learn the most commonly used phonemes first, starting with: /s/, /a/, /t/, /i/, /p/, /n/.
By the end of Phase 2 children should be able to read some vowel-consonant (VC) and consonant-vowel-consonant (CVC) words, and to spell them out. They also learn some high frequency ‘tricky words’ like ‘the’ and ‘go.’ This phase usually lasts about six weeks.
Phase 3 introduces children to the remaining, more difficult and/or less commonly used phonemes. There are around 25 of these, depending on which scheme is followed, mainly made up of two letters such as /ch/, /ar/, /ow/ and /ee/. They learn the names of the letters, as well as the sounds they make. Activities might include learning mnemonics (memory aids) for tricky words, practising writing letters on mini whiteboards, using word cards and singing songs like the Alphabet Song.
Phase 3 takes most children around 12 weeks. By the end, they should be able to say the sound made by most, or all, Phase 2 and 3 graphemes, blend and read CVC words made from these graphemes, read 12 new tricky words and write letters correctly when given an example to copy.
By now, children should be confident with each phoneme. In Phase 4 phonics, children will, among other things:
Children should now be blending confidently to work out new words. They should be starting to be able to read words straight off, rather than having to sound them out. They should also be able to write every letter, mostly correctly. This phase usually takes four to six weeks, and most children will complete it around the end of Reception.
Phase 5 generally takes children the whole of Year 1. Children learn new graphemes (different ways of spelling each sound) and alternative pronunciations for these: for example, learning that the grapheme ‘ow’ makes a different sound in ‘snow’ and ‘cow’.
They should become quicker at blending, and start to do it silently.
They learn about split digraphs such as the a-e in ‘name.’
They’ll start to choose the right graphemes when spelling, and will learn more tricky words, including ‘people,’ ‘water’ and ‘friend’. They also learn one new phoneme: /zh/, as in ‘treasure.’
By the end of Year 1, children should be able to:
At the end of Year 1, all children are given a Phonics Screening Check to ensure they have mastered the appropriate knowledge.
Phase 6 phonics takes place throughout Year 2, with the aim of children becoming fluent readers and accurate spellers.
By Phase 6, children should be able to read hundreds of words using one of three strategies:
Children should now be spelling most words accurately (this is known as 'encoding'), although this usually lags behind reading.
They will also learn, among other things:
Although formal phonics teaching is usually complete by the end of Year 2, children continue to use their knowledge as they move up the school.
Learning to read is one of the most important skills a child will learn at school. At Christ the King, we want children to have a passion for reading.
We want to develop enthusiastic and confident readers who read not only for information but also for enjoyment.
In school reading opportunities are provided on a daily basis from guided reading, whole class reading, one to one weekly reading to visits to the school library and a weekly STAR (Sit together and Read) session on a Friday morning, whereby parents and children are welcome to come into our school library and to quietly sit and read together. We also have a BRILLIANT BOOK AWARDS FOR CHILDREN IN YEAR 2 AND fantastic book awards club (FBA) for years 5 and 6. CHILDREN IN KS1 ARE ALSO GIVEN OPPORTUNTIES TO TAKE HOME A READING SUITCASE. WHEREBY THE CHILDREN CAN SIT AND ENJOY A STORY CUDDLED UP WITH A TEDDY, BLANKET AND A HOT CHOCOLATE. THEY CAN ALSO WRITE ABOUT THEIR FAVOURITE STORY.
Structured reading schemes run throughout the school which aim to develop and extend children's reading at their individual levels. All children are given an individual login for active learn primary and an individual reading book to take home to support their learning. Parents are actively encouraged to be involved in their child’s reading journey throughout their time at school and all children have a home school reading journal to ensure there is clear communication between home and school.
Below are the 50 recommended books for each year group, as recommended by the website www.booksfortopics.com
At Christ the King, we follow the
As soon as our children enter our Foundation Stage (EYFS), provision is carefully planned to support our children to further develop and strengthen their fine motor skills required for writing. This includes lots of activities to get children using their pincer grip. This includes using tweezers, screws and bolts, malleable materials (playdough), threading, cutting and sticking tasks.
As the children begin to form letters during the Foundation Stage, they are taught to form each letter (grapheme) using the letter formation from Red Rose Letters and Sounds. This is further developed in Year 1, where the children aim to form all letters in a print style.
It is recommended that when teaching letter formation, a phrase is used in order to embed the directionality. Adults who teach letter formation are encouraged to use the same approach as children learn effectively through repetition. The letter formation used at Christ the King can be seen below.