Phonics and Reading
At the Hundred of Hoo Academy, we will be following Letters and Sounds to deliver our Phonics curriculum.
It is divided into 6 phases which are as follows;
Phase 1 – focusses on speaking and listening
Phase 2 – vowel, consonants, initial sounds, letter-sound correspondence, blend and segment words
Phase 3 – letter names, consonant digraphs, vowel digraphs and trigraphs.
Phase 4 – consolidation of sounds taught, reading multisyllabic words, consonant blends (for example; str, fl, lk)
Phase 5 – increasing numbers of digraphs including split digraphs, alternative pronunciations and alternative spellings.
Phase 6 – spelling patterns, adding suffixes, past tense, mnemonics
Every year, Year 1 pupils undertake a compulsory Phonics Screening to assess their ability to decode real and pseudo (fake) words. It is a national assessment and therefore it is statutory.
One teacher will assess all of our year 1 pupils and the screening is done on a one-to-one basis. The pupils will be presented with one word at a time. This word will either be a real word or an “alien” word and will contain phonemes (sounds) from phases 3, 4 and 5 of Phonics. They are to then successfully segment and blend each word. There are 40 words to be decoded and the children will receive a score for this. The pass mark is unknown until all scores nationally are submitted.
At the Hundred of Hoo Academy, we teach Phonics on a daily basis from 9:00 to 9:20. This does mean that if a pupil is late to school they are likely to miss some vital learning for the Phonics Screening, therefore lowering their chances of passing. Should they not pass this year they will have to retake it in year 2.
Please refer to our Phonics information pack, here, for more relevant information.
The Reading Rainbow makes the teaching of reading manageable. It has high expectations of the children by supporting them with high order sentence structures that demonstrate deep understanding.
There are three layers in the Reading Rainbow:
A high quality text is selected by the teacher and read aloud to the class. This may be only part of the text depending on the length and complexity. If appropriate, the children can have a go at reading the text too, but this should always be modelled after by the teacher so that the children can hear the language wash over them.
The teacher then selects one lens from each layer of the Reading Rainbow. There is no set order or pattern, but it is beneficial to keep a record of the lens covered. Focussing on one lens at a time, introduce the stem sentence. For example:
“The character’s inner thoughts are revealed when...”
The children then have time to use this sentence stem with a partner or in small groups. The teacher will then select children to share their sentence focussing on speaking clearly and coherently in full sentences. This is repeated with the next two lenses. In terms of recording evidence, in Year 1, the teacher records short video clips of the children sharing their sentences orally. In other year groups, the children talk about three lenses, but write sentences as part of a paragraph for one of the lenses. When a longer text is being explored, the children create an in depth analysis of the text by recording their thoughts each day.