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Phonics (Terminology (Syllables and phonemes (A single, unbroken sound in…

- - - - They may be exceptions to spelling rules
      - Their use of graphemes to represent sounds may be unfamiliar
- - - - Intended to develop listening and speaking skills, as well as vocabulary.
      - Focuses on awareness of sounds.
    - - Children play and identify instruments, take "listening walks", listen to adults speak, read and sing, and make sounds such as clapping and stamping.
      - These activities develop children's listening skills and introduce them to different sounds.
    - - Rhymes and alliteration introduce children to the idea of the same sound being found in different words, either at the start (for alliteration) or at the end (for rhyme.)
      - Alliteration is the repetition of an initial sound in a series of nearby words.
    - - Children are taught basic words (typically around 3 letters long) which introduce them to the idea of words being made up of multiple sounds.
      - Blending is when sounds are combined to make a word, such as combining the "d" "o" and "g" sounds to make "dog."
      - Segmenting is when a word is split up into sounds, such as taking "cat" and separating it into "c" "a" and "t."
  - - - There are 44 sounds overall.
      - In this phase, children focus on single-letter sounds, learning the 19 most common single letter sounds.
        
        These are split into smaller sets of six sounds to make them more achievable.
        
        The first set is usually s, a, t, i, p and n due to how often they appear.
  - - - ch, ar, ow, ee
    - - They should also be able to accurately copy out letters from examples.
      - Blending and reading consonant-vowel-consonant words made from the phase 2/3 graphemes should also be possible.
    - - These include, "me," "my," "was," "you," and "they."
      - Names of letters are also taught, alongside their corresponding sounds.
      - Some learning activities for this phase include making mnemonics, practising writing letters on whiteboards and using word cards.
  - - - "Such," "belt," "milk."
      - Reading and writing sentences is also practised in this phase.
      - Tricky words such as "have," "like," "some" and "little" are also learned.
    - - Children should know how to write every letter mostly accurately.
      - This phase takes around 4-6 weeks and usually ends at the end of Reception.
  - - - E.g. "ow" making a different sound in "snow" than it does in "cow."
      - Alternate graphemes for pre-learned sounds such as "igh" are also taught.
      - One new phoneme, zh, (as in the "s" in treasure) is also taught. "Such," "belt," "milk."
      - "Split digraphs" such as a-e in name are also learned in this phase.
    - - By the end of this phase children should be able to say the sound which corresponds to any given grapheme.
      - They should also be able to write the common graphemes for a sound (e.g. e, ee, ie, ea.)
      - Spelling and reading unfamiliar trisyllabic words should also be possible.
      - Letter formation should be fully accurate by the end of Year 1.
      - 100 high frequency words should also be readable and accurately spelled.
  - - - Automatic recognition
      - Quick, silent decoding
      - Spoken decoding
    - - Prefixes and suffixes.
      - The past tense.
      - Memory strategies for important/common words.
      - Proof-reading.
      - Dictionary use.
      - Spelling rules.
      - Apostrophe placement.
- - - - Children will be introduced to reading the sounds of letters through songs, games, and other activities.
      - They will also be taught how to form the letters they are learning while writing, through copying and using different media such as whiteboards, blackboards and papers. Pencil handling and writing on lines are emphasised.
    - - Children are taught to blend sounds together in order to pronounce whole words instead of saying each sound one by one.
      - Children are first taught consonant-vowel-consonant (CVC) words before learning CCVC and CVCC words.
  - - - Split digraphs
        
        A split digraph is a digraph consisting of two vowels separated by a consonant.
        
        Examples of how split digraphs can change the pronunciation of a word include them -> theme and tap -> tape.
      - Digraphs are sounds written using two letters. Trigraphs use three letters to do the same.
      - Children are taught how different letters can make the same sound (e.g. "ow" in cow, "ou" in round) and the same letters can make different sounds (e.g. "ear" in bear and fear.)
    - - Exception words
        
        Words commonly found in the English language which do not follow the phonic rules taught so far.
        
        Examples in Year 1 include were, once, school and house.
      - Children learn a variety of patterns about how words' spellings have patterns.
        
        Double consonant endings such as fluff, buzz, fill, kiss
        
        Words ending in nk or ve.
        
        Words with two syllables
        
        Adding -es to plurals and verbs, adding -ing, -ed and -er to words, adding -er and -est to make adjectives comparative and superlative.
        
        Words ending in y, words containing "ph" or "wh"
        
        Adding the prefix un- to reverse the meaning of a word, and compound words made up of two short words.
    - - Lists of spellings to learn at home
      - Setting specific words for handwriting practice
      - Matching pairs of cards with parts of compound words written on them.
      - Fill-the-gap worksheets
  - - - Silent letters, k, g and w
      - Words ending in le, el, al and il
      - Verb ending y becoming ies and ied depending on aspect and tense
      - Dropping the e from the end of a word when adding -ing to a verb such as hike.
      - Words needing consonants to be doubled before adding endings such as -ed or -ing to "pat."
      - Vowels being used to sounds associated with other vowel letters
      - Suffixes such as -ly, -ment, -ful, -ness and -less
      - Apostrophes for contractions
      - -tion endings
      - Homophones