At Northridge Community School we aim to teach the skills of reading and a love of reading so that our children:
Our teaching objectives cover these key areas:
By the time they leave Northridge Community School, we expect children to:
Across the school, children have access to more noisy books, books with characters that children know (Peppa Pig, The Gruffalo etc.), story sacks, puppets and musical instruments. Story sacks, massage stories and interactive story times are used to develop children’s enjoyment of and response to reading. For older pupils there are fiction books, comics, magazines and we have a subscription to ‘First News’ – a newspaper especially for children.
Tips for helping your child to enjoy books:
This is a link to the letters and sounds document that we use to teach phonics in school – https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/190599/Letters_and_Sounds_-_DFES-00281-2007.pdf
This is a link to Phase 1 of Letters and sounds DFE document – http://www.bristol.ac.uk/media-library/sites/nursery/migrated/documents/lettersandsounds.pdf
How do We Use Letters and Sounds at North Ridge?
Letters and Sounds is used by many schools to build children’s speaking and listening skills in their own right as well as to prepare children for learning to read by developing their phonic knowledge and skills. It sets out a detailed and systematic programme for teaching phonic skills for children.
What Are Phonics Phases?
Phases are the way the Letters and Sounds Programme is broken down to teach sounds in a certain order. At North Ridge School, although Teachers and Support staff have high expectations there is no time limit to moving through the phases and each student is taught to a personalised programme that allows them to learn at their own pace.
Phase One: EYFS and Primary
Phase 1 of Letters and Sounds concentrates on developing children’s speaking and listening skills and lays the foundations for the phonic work which starts in Phase 2. The emphasis during Phase 1 is on getting children attuned to the sounds around them and ready to begin developing oral blending and segmenting skills. Phase 1 is divided into seven aspects. Each aspect contains three strands: Tuning in to sounds, Listening and remembering sounds and Talking about sounds. Activities are based around listening skills and recognising different sounds, including environmental sounds, instrumental sounds, body sounds, rhythm and rhyme, alliteration, voice sounds and finally for some pupils; oral blending and segmenting.
Phase 2: Throughout School
The purpose of Phase 2 is to teach at least 19 letters and move children on from oral blending and segmenting to blending and segmenting with letters. By the end of the phase children may be able to read some VC and CVC words and to spell them using magnetic letters, writing or symbols.
Set 1: s, a, t, p
Set 2: i, n, m, d
Set 3: g, o, c, k
Set 4: ck, e, u, r
Set 5: h, b, f, ff, l, ll, ss
Learning to blend and segment
Set 1: In Set 1 the first four letters are introduced and seven words can be made by segmenting and blending:
s, a, t, pat, a, sat, pat, tap, sap, as
Set 2: Set 2 includes four letters and the following new words can be made:
i it, is, sit, sat, pit, tip, pip, sip nan, in, nip, pan, pin, tin, tan, nap mam, man, mam, mat, map, Pam, Tim, Sam dad, and, sad, dim, dip, din, did, Sid
Set 3: Set 3 introduces four new letters (graphemes) with 28 new de-codable words suggested:
g tag, gag, gig, gap, nag, sag, gas, pig, dig
o got, on, not, pot, top, dog, pop, God, Mog
c can, cot, cop, cap, cat, cod
k kid, kit, Kim, Ken
Set 4: Set 4 introduces four new graphemes, with 36 new de-codable words suggested. For the first time some of the suggested words contain two syllables, such as pocket, sunset etc.
ck kick, sock, sack, dock, pick, sick, pack, ticket, pocket
e get, pet, ten, net, pen, peg, met, men, neck
u up, mum, run, mug, cup, sun, tuck, mud, sunset
r rim, rip, ram, rat, rag, rug, rot, rocket, carrot
Set 5: Set 5 introduces seven graphemes (three of which have two letters),
with 69 new de-codable words suggested.
h had, him, his, hot, hut, hop, hum, hit, hat, has, hack, hug
b but, big, back, bet, bad, bag, bed, bud, beg, bug, bun, bus, Ben, bat, bit,
bucket, beckon, rabbit
f, ff of, if, off, fit, fin, fun, fig, fog, puff, huff, cuff, fan, fat
l, ll lap, let, leg, lot, lit, bell, fill, doll, tell, sell, Bill, Nell, dull, laptop
ss ass, less, hiss, mass, mess, boss, fuss, hiss, pass, kiss, Tess, fusspot
Phoneme: The smallest unit of sound in a word, e.g. c/a/t, sh/o/p, t/ea/ch/er.
Grapheme: A letter or group of letter representing one sound, e.g. sh, igh, t.
Clip Phonemes: when teaching sounds,always clip them short ‘mmmm’ not ‘muh’
Digraph: Two letters which together make one sound, e.g. sh, ch, ee, ph, oa.
Split digraph: Two letters, which work as a pair, split, to represent one sound, e.g. a-e as in cake, or i-e as in kite.
Trigraph: three letters which together make one sound but cannot be separated into smaller phonemes, e.g. igh as in light, ear as in heard, tch as in watch.
Segmentation: means hearing the individual phonemes within a word – for instance the word ‘crash’ consists of four phonemes: ‘c – r – a – sh’. In order to spell this word, a child must segment it into its component phonemes and choose a grapheme to represent each phoneme.
Blending: means merging the individual phonemes together to pronounce a word. In order to read an unfamiliar word, a child must recognise (‘sound out’) each grapheme, not each letter (e.g. ‘th-i-n’ not ‘t-h-i-n’), and then merge the phonemes together to make the word.
Comprehension: understanding of language whether it is spoken or written.