Our approach to teaching phonics is underpinned by our belief that all our children can become fluent readers and writers who see themselves as readers for both meaning and pleasure.
Daily Supported Reading is a programme that ensures children in KS1 develop reading fluency by reading authentic natural language stories every day. It is implemented in addition to our school’s synthetic phonics programme, ‘Floppy’s Phonics‘. Children read daily in small groups led by a trained adult (reading mentor). Each session lasts for 25 minutes and always happens every day.
Adults use a lesson guide to structure the session, and to support independent engagement with, and independent enjoyment of, a range of story books. The stories that children read in Daily Supported Reading are matched to their independent reading levels and children are promoted to higher level texts weekly.
Phonics:
We use Floppy’s Phonics to deliver our phonics sessions. Children have daily phonics sessions in KS1. By the time children enter into Year One, they will be well on their way in their Floppy’s phonics journey. Having started the scheme in Reception, they will have had over a year to become confident with the scheme and its routines.
As the children begin the Year One material, they begin by recapping sounds that they have learnt in Reception. Then they move on to look at different ways of seeing (graphemes) and hearing (phonemes) the sounds that they have covered in Reception.
As the children progress through the scheme we carefully monitor the children’s progress and support those that need additional revision by running regular interventions alongside their phonics sessions. In Year One, children begin to become more independent with their phonics learning.
Why we use Floppy’s Phonics:
Where children in Year 2 and KS2 need additional phonics support, they participate in individual interventions to support this.
We follow the Floppy Phonics scheme as featured below, this shows what the children should know by the end of EYFS and Year 1.
| Sounds (graphemes) | Decodable words. Words that can be sounded out and blended together | Tricky or Common Exception Words. Words that have been learnt by sight | |
| Phase 2 (EYFS) | s, a, t, p, n, i, n, m, d, g, o, c, k, ck, e, u, r, h, b, f, ff, l, ll, le, ss | tap, tin, map, man, pip, sit, pig, dog, pot, cap, sock, sack, peg, mug, mud, rat, rug, hut, bun, bed, leg, doll, bell, kiss, hiss, puff, mess | to, the, no, go, I |
| Phase 3 (EYFS) | j, v, w, x, y, z, zz, qu, sh, ch, th, ng, dge, ve, wh, cks, tch, nk, ai, ee, igh, oa, oo, oo, ar, or, ur, ow, oi, ear, air, er, ure, ture, ue | jam, vet, web, box, zip, quack, fox, six, chop, chin, ship, shell, fish, moth, bath, ring, king, rain, feet, jeep, night, zoo, book, moon, hook, goat, car, fork, turnip, cork, coin, foil, beard, near, chair, sure, pure, dinner, letter, picture, rescue | he, she, we, me, be, was, my, you, they, here, all, are |
| Phase 4 (EYFS and year 1) | Two constants together | frog, flag, twin, plum, swim, green, tree, train, spoon, clown, star, brush, belt, tent, lamp, wind, nest, sink, gift, pond, chest, bench, toast, paint, hand, milk, brown | said, so, have, like, come, some, were, there, little, one, do, when, out, what |
| Phase 5 (Year 1) | ay, ou, ie, ea, oy, ir, ue, aw, au, wh, ph, ew, oe, ey, a_e, e_e, i_e, o_e, u-e, mb, kn, gn, wr, tion New ways of saying graphemes already known: a saying ‘ai’, e saying ‘ee’, i saying ‘igh’, o saying ‘oa’, u saying ‘ue’, c saying ‘s’ (soft c), g saying ‘j’ (soft g), ow saying ‘oa’, ie saying ‘ee’, ea saying ‘e’, a saying ‘o’, y saying ‘igh’, y saying ‘ee’, ch saying ‘c’, ch saying ‘sh’, ou saying ‘oa’ | cloud, crayon, boy, pie, meat, whisker, phone, screw, toe, money, snake, bike, bone, cube, lamb, knock, gnome, write, motion, Eve, angel, lion, gold, unicorn, chef, Christmas, bird, glue, happy, paw, laundry, window, circle, gem, boulder | oh, their, people, Mr, Mrs, looked, called, asked, said, so, have, like, some, come, were, there, water, where, who, again, thought, through, work, mouse, many, laughed, because, different, any, eyes, friends, once |
