The UK Government requires all English/Welsh schools to teach using a synthetic phonics programme, but they do not specify which programme should be used.
Children are taught to read letters or groups of letters by saying the sound(s) they represent.
There are a large number of programmes available on the market; here are some of the best known: Letters & Sounds, Jolly Phonics, Read write Inc., Phonics Bug, Letterland.
Phonics are taught in six phases along the Early Years Foundation Stage (EYFS) and Primary School.
Phase One falls largely within the Communication, Language and Literacy area of learning in the Early Years Foundation Stage. In particular, it will support linking sounds and letters in the order in which they occur in words, and naming and sounding the letters of the alphabet.
It also draws on and promotes other areas of learning described in the Early Years Foundation Stage (EYFS), particularly Personal, Social and Emotional Development and Creative Development, where, for example, music plays a key part in developing children’s language.
Phase One contributes to the provision for Communication, Language and Literacy; it does not constitute the whole language provision.
The activities in Phase One are mainly adult-led, with the intention of teaching young children important basic elements of the Letters and Sounds programme, such as oral segmenting and blending of familiar words. However, it is equally important to sustain and draw upon worthwhile, freely chosen activities that are provided for children in good early years settings (Nurseries, Kindergartens) and Reception classes (the equivalent of Class 0 in Romania).
The aim is to embed the Phase One adult-led activities in a language-rich provision that serves the best interests of the children by fully recognising their propensity for play and its importance in their development.
It follows that the high quality play activities which typify good provision will offer lots of opportunities to enrich children’s language across the six areas of learning:
Children entering Phase Two will have experienced a wealth of listening activities, including songs, stories and rhymes. They will be able to distinguish between speech sounds and many will be able to blend and segment words orally. Some will also be able to recognise spoken words that rhyme and will be able to provide a string of rhyming words, but inability to do this does not prevent moving on to Phase Two as these speaking and listening activities continue.
The purpose of this phase is to teach at least 19 letters and move children on from oral blending and segmentation to blending and segmenting with letters either using magnetic letters or by writing the letters on paper or on whiteboards.
By the end of the phase many children should be able to:
The purpose of Phase Three is to teach another 25 graphemes, most of them comprising two letters (e.g. oa), so the children can represent each of about 44 phonemes by a grapheme (the additional phoneme ‘zh’ found in the word vision will be taught at Phase Five).
Children also continue to practise CVC blending and segmentation in this phase and will apply their knowledge of blending and segmenting to reading and spelling simple two-syllable words and captions.
They will learn letter names during this phase, learn to read some more tricky words and also begin to learn to spell some of these words.
Children will be able to:
Children entering Phase Four will be able to represent each of 44 phonemes by a grapheme and to blend phonemes to read CVC words and segment CVC words for spelling. They will have some experience in reading simple two-syllable words and captions. They will know letter names and be able to read and spell some tricky words.
The purpose of this phase is to consolidate children’s knowledge of graphemes in reading and spelling words containing adjacent consonants and polysyllabic words.
Children entering Phase Five are able to read and spell words containing adjacent consonants and some polysyllabic words.
Children will broaden their knowledge of graphemes and phonemes for use in reading and spelling. They will learn new graphemes and alternative pronunciations for these and graphemes they already know, where relevant. Some of the alternatives will already have been encountered in the high-frequency words that have been taught.
Children become quicker at recognising graphemes of more than one letter in words and at blending the phonemes they represent. When spelling words they will learn to choose the appropriate graphemes to represent phonemes and begin to build word-specific knowledge of the spellings of words.
The purpose of this phase:
By the beginning of Phase Six, children should know most of the common grapheme– phoneme correspondences (GPCs).
They should be able to read hundreds of words, doing this in three ways:
The purpose of this phase:
Phase One falls largely within the Communication, Language and Literacy area of learning in the Early Years Foundation Stage. In particular, it will support linking sounds and letters in the order in which they occur in words, and naming and sounding the letters of the alphabet.
It also draws on and promotes other areas of learning described in the Early Years Foundation Stage (EYFS), particularly Personal, Social and Emotional Development and Creative Development, where, for example, music plays a key part in developing children’s language.
Phase One contributes to the provision for Communication, Language and Literacy; it does not constitute the whole language provision.
The activities in Phase One are mainly adult-led, with the intention of teaching young children important basic elements of the Letters and Sounds programme, such as oral segmenting and blending of familiar words. However, it is equally important to sustain and draw upon worthwhile, freely chosen activities that are provided for children in good early years settings (Nurseries, Kindergartens) and Reception classes (the equivalent of Class 0 in Romania).
The aim is to embed the Phase One adult-led activities in a language-rich provision that serves the best interests of the children by fully recognising their propensity for play and its importance in their development.
It follows that the high quality play activities which typify good provision will offer lots of opportunities to enrich children’s language across the six areas of learning:
Children entering Phase Two will have experienced a wealth of listening activities, including songs, stories and rhymes. They will be able to distinguish between speech sounds and many will be able to blend and segment words orally. Some will also be able to recognise spoken words that rhyme and will be able to provide a string of rhyming words, but inability to do this does not prevent moving on to Phase Two as these speaking and listening activities continue.
The purpose of this phase is to teach at least 19 letters and move children on from oral blending and segmentation to blending and segmenting with letters either using magnetic letters or by writing the letters on paper or on whiteboards.
By the end of the phase many children should be able to:
The purpose of Phase Three is to teach another 25 graphemes, most of them comprising two letters (e.g. oa), so the children can represent each of about 42 phonemes by a grapheme (the additional phoneme ‘zh’ found in the word vision will be taught at Phase Five).
Children also continue to practise CVC blending and segmentation in this phase and will apply their knowledge of blending and segmenting to reading and spelling simple two-syllable words and captions.
They will learn letter names during this phase, learn to read some more tricky words and also begin to learn to spell some of these words.
Children will be able to:
Children entering Phase Four will be able to represent each of 42 phonemes by a grapheme and to blend phonemes to read CVC words and segment CVC words for spelling. They will have some experience in reading simple two-syllable words and captions. They will know letter names and be able to read and spell some tricky words.
The purpose of this phase is to consolidate children’s knowledge of graphemes in reading and spelling words containing adjacent consonants and polysyllabic words.
Children entering Phase Five are able to read and spell words containing adjacent consonants and some polysyllabic words.
Children will broaden their knowledge of graphemes and phonemes for use in reading and spelling. They will learn new graphemes and alternative pronunciations for these and graphemes they already know, where relevant. Some of the alternatives will already have been encountered in the high-frequency words that have been taught.
Children become quicker at recognising graphemes of more than one letter in words and at blending the phonemes they represent. When spelling words they will learn to choose the appropriate graphemes to represent phonemes and begin to build word-specific knowledge of the spellings of words.
The purpose of this phase:
By the beginning of Phase Six, children should know most of the common grapheme– phoneme correspondences (GPCs).
They should be able to read hundreds of words, doing this in three ways:
The purpose of this phase:
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