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 Phonics

At DES reading is very important to us and we want all of our children reading by 7. To achieve this goal we follow the Read, Write, Inc phonics programme, which has been developed by Ruth Miskin. Not only does it teach the children to read, but it also develops language comprehension so the children understand what they read. The children are streamed into ability groups and are assessed regularly so we can move children into the appropriate groups.


The programme teaches the sounds in a specific order starting with 'Set 1 Sounds' in the order of m,a,s,d,t,I,n,p,g,o,c,k,u,b,f,e,l,h,sh,r,j,v,y,w,th,z,ch,qu,x,ng,nk


Each sound has a rhyme to help the children remember how to form the letter; for example, to write 'mmm', we say  'Maisie, mountain, mountain' and for  'a,a,a' we say 'around the apple and down the leaf.'


In Reception the children are taught a sound a day, with Thursday being a practice day.


Once the children have learnt 'Set 1 Sounds' and they can read words which include the sounds (Fred talking), they move onto 'Set 2 Sounds'  (ay, ee, igh, ow, oo, ar, or, air, ir, ou, oy)

 

Again these have rhymes to help the children to remember; for example 'ay-may I play?'


Finally they move onto set 3 sounds. (ea ,a-e, i-e, o-e, u-e, aw, are, ur, er, ow, ai, oa, ew, ire, ear, ure) In year 1-3 the children also read ‘Storybook’ linking to their phonetical ability and Get Writing! sessions to further their progress in writing. 


Meet Fred the Frog 


Fred the Frog is the cuddly toy frog who helps the children learn to read and spell. Fred the Frog cannot read properly so he uses 'Fred Talk'. This means he segments all his words. For example he says cat c-a-t. He then points to each sound using his 'Fred Fingers'. The children use these techniques to help them spell. You can encourage your child to use Fred Talk and Fred Fingers when they are reading and spelling.


A Typical Phonics Lesson

 

• Show the picture (the sound picture)
• Make up an action (easy and simple to remember)
• Discuss picture in exaggerated detail (this helps the children get excited and enthusiastic)
• Fred Talk the words on the card (my turn-teacher model, your turn-children copy and have a go)
• Show picture side/letter side (when you see picture say… ‘ay may I play’, when see sound say ‘ay’)
• Play hide game. Mix in other sounds- this helps them to practice.
• Discuss ‘ay’ 2 letters one sound ‘igh’ 3 letters one sound- point it out on speed sound chart (complex if appropriate)
• Handwriting the sound on WB- model first (with classical/panpipe music etc… on in background for 2 mins)
• Get the child who showed most effort out to show their writing. This child neatest also gets to have Fred for the next part.
• Green words- Fred Talk (Green words are words that can be segmented and blended)
• Teacher/ partner work to read (two pupils- one in role as teacher, 1 in role as pupil- and then swap)
• Fingers for spelling (do 3 words)
• Speed sounds (involve actions)- these are all the past sounds they have learnt- they need to be revisited every session.
• Speed words (all past green words)
• Introduce red word and spell- red words are tricky words.

 

Downloads:

 

RWI Phonics Parent Workshop November 2016
Sound Rhyme Cards