Phase 6 phonics

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:

• Reading them automatically
• Decoding them quickly and silently
• Decoding them aloud

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:

• Prefixes and suffixes, e.g. ‘in-’ and ‘-ed’
• The past tense
• Memory strategies for high frequency or topic words
• Proof-reading
• How to use a dictionary
• Where to put the apostrophe in words like ‘I’m’
• Spelling rules

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.

Year 2 – word reading
Lancashire Key Learning in Reading and Learning and Progression Steps documents support planning for word reading through decoding by the end of key stage one.

Carefully considered word banks are included to support planning to apply phonic knowledge of skills into reading and writing after explicit teaching of each GPC. These word banks include decodable high frequency words linked to each group of GPCs. In addition, stretch and challenge word banks are provided which support vocabulary development across each phase. As part of daily phonics sessions and in additional handwriting practice sessions, opportunities are
included for children to practise the spelling of GPCs with application into words and sentences. Dictated sentences are frequently included so children can apply phonic words, tricky words, and high frequency words within engaging activities.

Red Rose phonics also aims to build children's speaking and listening skills as well as prepare children for learning to read by developing their phonic knowledge and skills.

Phonics intervention

Within the programme, a comprehensive overview of progression is provided. This tool outlines clear incremental progression steps for phonic knowledge and skills, and expectations of progress within and across phases. It enables teachers to conduct frequent and ongoing assessment to track and record children’s progress and to identify those children at, below or above expected levels, so that appropriate support can be provided.

At Christ the King we use catch-up and consolidation programmes in order to support children falling behind who need extra practice. These programmes follow the same
progression as Red Rose Letters and Sounds. The programmes include:
• Fast Track Phonics for Phase 2 to Phase 5
• Bounce Back Phonics for Phase 4 and Phase 5
• Bounce Back Boost Pack for additional elements of Phase 5