‘Roots to grow; wings to fly’

Reading and Phonics Schemes

Online eBooks Library 

https://home.oxfordowl.co.uk/books/free-ebooks/

Oxford Owl have released their online reading scheme to support children at home. Phonic reading schemes are available here: 

Jump straight in:

You will then need to make an individual log in to access the books using your email address. Now you can READ READ READ. Please email krodgers@tattenhallpark.cheshire.sch.uk if you have any queries. 

 

Phonics at Tattenhall Park 

Tattenhall Park uses Read Write Inc by Oxford University Press to teach early phonics and reading. All children in Nursey, Reception, Year 1 and 2 take part in high quality, daily phonics lessons. These fun sessions involve lots of speaking, listening and games where they emphasise on the children's participation. They learn to use their phonic knowledge for reading and writing. They develop an understanding that spoken words are made up of different sounds (phonemes) and they learn to match these phonemes to letters (graphemes).

Once children begin learning sounds they use this knowledge to read and spell words. Children can then see the purpose of learning sounds. For this reason, the first initial sounds that are taught following Read Write Inc are ‘m, a, s, d, t, i, n’. These can immediately be blended for reading to make simple CVC words (consonant, vowel, consonant) e.g. mat, sat, tin. Children then develop segmenting for writing skills; breaking the word into sounds to spell it out. 

Children are taught to segment and blend. 

Blending – Children blend phonemes together to make a word e.g. r-u-n run

Segmenting – Children split the word into sounds to help write it cat c-a-t. 

What are speed sounds? In Read Write Inc phonics the individual sounds are called ‘speed sounds’ – because we want your son/daughter to read them effortlessly.                

 Fred Talk

We use pure sounds (‘m’ not’ muh’,’s’ not ‘suh’, etc.) so that your child will be able to blend the sounds into words more easily. 

https://www.youtube.com/watch?v=5J2Ddf_0Om8&feature=emb_rel_pause

At school we use a puppet called Fred who is an expert on sounding out words! We call it, ‘Fred Talk’. E.g. m-o-p, c-a-t, m-a-n, sh-o-p, b-l-a-ck.

The following video is an example of blending sounds with Fred. https://www.youtube.com/watch?v=dEzfpod5w_Q

The children are taught the sounds in 3 sets.

Step 1:

Set 1 Sounds are taught in the following order together with rhymes to help children form the letters correctly and instantly recognise sounds ready for blending.

Set 1

Sound

Rhyme

m

Maisie, mountain mountain 

a

Round the apple, down the leaf

s

Slither down the snake

d

Round his bottom, up his tall neck, and down to his feet 

t

Down the tower, across the tower

i

Down the body, dot for the head

n

Down Nobby and over his net

p

Down the plait and over the pirate's face

g

Round her face, down her hair and give her a curl

o

All around the orange

c

Curl around the caterpillar

k

Down the kangaroo's body, tail and leg

u

Down and under the umbrella, up to the top and down to the puddle

b

Down the laces, over the toe and touch the heel

f

Down the stem and draw the leaves

e

Lift off the top and scoop out the egg

l

Down the long leg

h

Down the head to the hooves and over his back

sh

Shhhh says the horse to the hissing snake

Slither down the snake. Down the head to the hooves and over his back

r

Down his back, then curl over his arm

j

Down his body, curl and dot

v

Down a wing, up a wing

y

Down a horn, up a horn and under the yak's head.

w

Down, up, down, up

th

The princess in the tower is rescued by the horse

Down the tower, across the tower. Down the head to the hooves and over his back

z

Zig-zag-zig

ch

The horse sneezes when the caterpillar's hairs get up his nose

Curl around the caterpillar. Down the head to the hooves and over his back

qu

Round her head, up past her earrings and down her hair

x

Down the arm and leg and repeat on the other side

ng

A thing on a string

nk

I think I stink

Please do not use letter names at this early stage.

 

Children will also use pictures for each sound to help recognise the sound and then form the shape of the sound.

Step 2:

The children are then taught Set 2 Sounds - the long vowels. When they are very confident with all of set 1 and 2 they are taught Set 3 Sounds.

Long  vowel sound

Set 2 Speed Sound cards

Teach these first

Set 3 Speed Sound cards

ay

ay: may I play

a-e: make a cake

ai: snail in the rain

ee

ee: what can you see

ea: cup of tea

e: he me we she be

igh

igh: fly high

i-e: nice smile

ow

ow: blow the snow

o-e: phone home

ao: goat in a boat

oo

oo: poo at the zoo

u-e: huge brute

ew: chew the stew

oo

oo: look at a book

 

 

ar

ar: start the car

 

 

or

or: shut the door

aw: yawn at dawn

 

air

air: that’s not fair

are: share and care

 

ir

ir: whirl and twirl

ur: nurse for a purse

er: a better letter

ou

ou: shout it out

ow: brown cow

 

oy

oy: toy for a boy

oi: spoil the boy

 

ire

 

ire: fire fire!

 

ear

 

ear: hear with your ear

 

ure

 

ure: sure it’s pure?

 

 

Nonsense words (Alien words)          

As well as learning to read and blend real words children will have plenty of opportunities to apply their sound recognition skills on reading ‘Nonsense words’. These words will also feature heavily in the Year One Phonics Screening check in the summer term. 

 

Step 3:

Children will be introduced to ‘Ditty books’ when they successfully begin to read single words. The short vowels should be kept short and sharp:

Children use sound-blending (Fred Talk) to read short ditties. Children will then be challenged to use their developing phonic knowledge to write short sentences.

Within all the books children will have red and green words to learn to help them to become speedy readers. Red words are words that are not easily decodable and challenge words to extend children’s vocabulary. Green words are linked to the sounds they have been learning and are easily decodable.

    

Dots and dashes represent the sound each letter makes. Dots represent a single phoneme and a dash represents a digraph (two letters that make one sound) / trigraph (three letters that make one sound).

As the children progress through the sound sets, they will read books that consolidate and embed their ongoing phonological knowledge. The RWInc story books will be read during a phonics lesson or during guided reading. Each child will be sent home with a reading book that also matches their current phonological knowledge. We have organised a range of reading schemes (RWInc, Songbird Phonics, Project X, Dandelion Readers and Oxford Reading Tree) by RWInc sound sets to enable children to read fluently at home also. 

Useful Websites

Phonics Play - https://www.phonicsplay.co.uk

Username: march20 Password: home

Phonics Bloom - https://www.phonicsbloom.com

RWI - https://home.oxfordowl.co.uk/reading/reading-schemes-oxford-levels/read-write-inc-phonics-guide/

Cbeebies / Alphablocks - https://www.bbc.co.uk/cbeebies/shows/alphablocks

Teach your monster to read - https://www.teachyourmonstertoread.com

Oxford Owl - https://home.oxfordowl.co.uk

Scholastic - https://classroommagazines.scholastic.com/support/learnathome.html

ICT games Literacy - https://www.ictgames.com/mobilePage/literacy.html

BBC Bitesize - https://www.bbc.co.uk/bitesize/subjects/zgkw2hv

Actiphons - https://actiphons.com/index.php/children

  

Reading Lessons Y2-Y6

Once children have completed the RWInc programme, they will be taught explicit comprehension skills through whole class, shared reading lessons. These lessons happen weekly for an hour and comprise of whole class shared reading, guided group reading and independent responses to reading. The lessons will focus on vocabulary, inference, prediction, explaining and sequencing. Class teachers use high quality, engaging texts to teach these reading skills through. We also make links to comprehensions skills across other subjects, such as history, science and geography, as well as through our writing units in English. The children have regular opportunities to read for pleasure, listen to class novels and 1:1 reading time with an adult. 

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