Translate
Search

Warcop

CofE Primary School

Warcop CofE Primary School

Imagine. Believe. Achieve.

Get in touch

Contact Details

Phonics and Spellings

Phonics

Phase 1 Phonics:

Phase 1 involves lots of listening, singing and rhyming activities. This is mainly done in Nursery which helps the child to get ready to learn sounds in Phase 2.

 

Phase 2 Phonics:

In Phase 2 the sounds s, a, t, p, i, n, d, b, o, c, k, ck, r, u, f, g, h and l are taught through daily 20 minute sessions to Reception children. These sessions are fun, fast paced and include lots of multi-sensory activities. As well as teaching the single sounds (phonemes), the children are also taught to sound out and blend the sounds for reading and segment the sounds for writing. The tricky words I, to, no, go and the are also taught. Children should also be familiar with the names of the letters, like in the ABC song.

 

Phase 3 Phonics:

Reception children move onto Phase 3, once they are confident with Phase 2 sounds. Phase 3 involves learning 'phonemes', 'graphemes', 'digraphs' and 'trigraphs'; z, x, y, v, j, qu, ng, ai, ee, oo, ow, igh, ear, oi, air, sh, ch, th, and ure. We do lots more sounding out and blending using these new sounds, as well as learning new tricky words; we, she, me, be, he. Children are assessed regularly to make sure they can recall the sounds. Parents are encouraged to practise the sounds at home.

 

Phase 4 Phonics:

This phase is often started in Reception, depending on the children. It involves recapping all of Phase 3, as well as learning words ith 'blends' at the beginning and end of words, for example: slip, drum, steep, spoil, rust, thumb.

 

Phase 5 Phonics:

Taught in Year 1 by Teaching Assistant Maria Taylor, who has devised her own planning and resources, in daily 20 minute small group sessions. This phase involves learning how sounds can be spelt the same, but sound different; and also how sounds can be spelt differently but sound the same! Children are taught in fun, fast-paced sessions, and are assessed regularly.

 

Phase 6 Phonics:

This phase is taught in Year 2, and involves learning more complex reading spelling patterns including prefixes and suffixes.

 

*WAYS TO HELP YOUR CHILD*

 

Try playing on www.phonicsplay.co.uk, and www.lettersandsounds.com

 

Practise the sounds regularly - perhaps have a chart in the kitchen or bedroom.

Sound out and blend words whenever possible - read signs when you are out and about.

Write for different reasons - a letter or card to a friend, a story, information about something of interest. Encourage your child to form letters in the correct way.

 

Phonics to Spellings

At Warcop CofE Primary School we have developed our own ‘Whole School Spelling Plan’, (see Appendix 5) which outlines what each year group should cover throughout the school.  In mixed-age classes there will be a rolling programme put in class, to ensure the children receive the full coverage of objectives that they need to cover.  The plan allows rules to be recapped at the beginning of the year and gives year groups in Key Stage Two the opportunity to work on words, which are directly taken from the ‘Word Banks’ in the New Curriculum.  During Key Stage One there is a larger emphasis placed on phonics.  We aim to develop children’s use of vocabulary via their spellings lesson, by discussing the meaning of the word and providing them with spellings, which may prove useful during their writing activities.

 

Spelling lessons aim to include 5 key skills: understand the words used in context, dictation, grammar, punctuation and sentence structure.  How these skills are used and applied is differentiated depending on the age group of the class.  How lessons are taught is influenced by the Jenny Morgan ‘Marvellous Spelling’ programme, which focuses on inclusive use of all three learning styles to engage pupils in spelling lessons.  Every child in the school receives homework linked to their spelling lessons in class; this homework includes writing sentences, linked to their spellings, so that the child learns to use the word in context.  The number of sentences a child is required to write is dependent on their age/year group. 

Top