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Early Reading (phonics)

Let Your Light Shine

 

At St Peter and St Paul we are currently introducing a new systematic, synthetic phonics scheme called Sounds Write. Sounds Write phonics programme is being taught in Reception as well as large proportion of Year 1.  LCP Phonics Planning continues to be taught to children in Year 2 and those in Year 1 currently working on Phase 5. 

 

Sounds Write

Sounds Write phonics programme is sound to print phonic approach. The children have daily opportunity to learn new sound spelling correspondences as well as revise previous code knowledge. 

Sounds Write offers daily opportunity for the children to develop their phonetic skills: 

- blending (putting sounds together to read words) 

- segmenting (breaking down words to spell) 

- phoneme manipulation (understanding how sounds can be used to create the words needed) 

 

Here is an overview of the order in which the sounds spelling correspondences they are taught. Once introduced, sound spelling correspondences are regularly revised to ensure correspondence. 

Reception
AutumnInitial code: a, i m, s, t, n, o, p, b, c, g, h, d, e, f, v k, l, r, u, j, w, z, x, y, ff, ll, ss, zz
Spring

Initial code: word structures: VCC, CVCC, CCVC, CCVCC, CVCCC, CCCVC

Initial code: sh, ch, th, ck, wh, ng, <q> <u> 

Summer Extended Code preparation: introducing sounds with multiple spellings e.g. /k/ c, k, ck, qu
Year 1 
Autumn 

Extended Code - first spellings: /ae/ /ee/ /oe/ /er/ /e/ /ow/

Polysyllabic words

Spring 

Extended Code - first spellings: /oo/ /ie/ /oo/ /u/ /s/ /l/ /or/

Polysyllabic words

Summer 

Extended Code - first spellings: /air/  /ue/ /oy/ /ar/ /o/ 

Polysyllabic words

Year 2
Autumn 

Extended code - more spellings: /ae/ /d/ /ee/ /l/ /oe/ /n/ /er/

Polysyllabic words

Spring 

Extended code - more spellings: /v/ /oo/ /j/ /g/ /f/ /m/ 

/or/

Polysyllabic words

Summer

Extended code - more spellings: /h/ /k/ /r/ /t/ /z/ /eer/  schwa /a/

Polysyllabic words

 

 

LCP phonics 

 The planning is a tool for all teaching staff delivering phonics and follows the Letters and Sounds document from the DfE. Here is an outline of the sounds taught in each year group and each phonics phase.

 

Phase 4

 

Reception: summer term (6 week teaching sequence)

 

Year 1 will revisit phase 4 in the autumn term

 

  • Recap all previous sounds (phase 2 and 3)
  • Teach reading and spelling tricky and high frequency words: all of those listed above as well as said, so, went, from, have, like, some, come, there, help, are, were, little, one, do, when , out, what
  • Read and write words with initial and/or final blends: st, nd, mp, nt, nk, ft, sk, lt, lp, tr, dr, gr, cr, br, fr, bl, fl, gl, pl, cl,sl, sp, st, tw, sm, nch, shr, str, thr

Phase 5

 

Year 1: autumn 2, spring 1, spring 2  and summer 1 (27 week teaching sequence)

 

Year 1: summer 2 will look at reading words ending  –s, –es, –ing, –ed, –er and –est (taken from National Curriculum – word reading year 1)

 

Year 2 will revisit phase 5 in autumn 1

  • Teach new graphemes for reading ay, ou , ie, ea , oy, ir, ue, aw, wh, ph, ew, oe, au, a-e, e-e, i-e, o-e, u-e
  • Learn new phoneme zh
  • Teach reading the common exception words

Year 1: all of the above as well as - your, here, where, love, once, ask, friend, school, push, pull, full, house, says, today, our

Teach alternative spellings for ch, j, m, n, r, s, z, u, i, ear, ar, air, or, ur, oo, ai, ee, igh, oa, y/oo, oo, sh

Phase 6

 

Year 2: autumn 2, spring 1, spring 2 and summer 1 (24 week teaching sequence)

 

  • Teach reading the common exception words

Year 2:door, floor, poor, because, find, kind, mind, behind, child, children, wild, climb, most, only, both, old, cold, gold, hold, told, every, great, break, steak, pretty, beautiful, after, past, fast, last, father, class, grass, pass, plant, path, bath, hour, move, prove, improve, sure, sugar, eye, could, should, would, who, whole, any, many, clothes, busy, people, water, again, half, money, Mr, Mrs, parents, Christmas everybody even

  • Introduce the past tense- regular and then irregular
  • Understand and apply suffixes – ed, ing, ful, est, er, ment, ness, en, s, es
  • Understand the rules for adding ing, ed, er, est, ful, ly, y
  • Investigate how adding suffixes and prefixes changes words

 

Glossary

Phoneme- the smallest unit of speech-sounds that make up a word

Grapheme- the written representation of sounds

Tricky word- a word which cannot be sounded out easily

Common exception word- word that has an alternative pronunciation of a sound and cannot always be sounded out easily

High frequency word (HFW)- High frequency words are the words that occur most frequently in sentences

VC word- vowel consonant word (it, as)

CVC word- word made up of a consonant, vowel, consonant (cat, dog)

CCVC word –word made up of a consonant, consonant, vowel, consonant (flag, frog, step)

Initial sound- the first sound in a word

Final sound- the end sound in a word

 

 

Supporting reading at home

To support your child's reading at home, please: 

- support your child to read part of their decodable reading book at home every night, taking time to read sentences / pages for fluency and understanding

- ask lots of questions and discuss what is being read

- send in your child's reading book and reading record each day so we can read together at school and change books 

- share your child's chosen reading for pleasure book 

- read to your child to model reading skills and foster a love of reading. 

 

Please find below the slides from our most recent reading workshop. If you have any questions, please do not hesitate to contact your child's class teacher. 

Please find below our current phonics and reading policies.  

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