Phonics Booklet

Oakdene Reading Agreed Practice End of Nursery: Recognise and name the ORT book characters, Understand how to correctly navigate a book and begin to understand the linear notion of stories.

End of EY: Be working at and reading within Stage 3 or beyond.

End of Y1: Be working at and reading within Stage 6 or beyond.

Early Reading at Oakdene

End of Y2: Be working at and reading within Stage 9 or beyond.

Meet the Expected Standard in the Y2 Reading SATs.

Oakdene Phonic Agreed Practice End of Nursery: Recognise own name and all letters in their first name.

Complete Phase 1 & begin Phase 2 Letters & Sounds.

End of Reception: Complete Phase 2, 3 & 4 Letters & Sounds.

End of Y1: Consolidate Phase 3 & 4 and be working at and within Phase 5 Letters & Sounds.

Meet the Expected Standard in the Y1 Phonics Screening Check

End of Y2: Consolidate Phase 5 and be working at and within Phase 6 Letters & Sounds.

A guide for Early Years, KS1 and beyond!

Phonics Nursery:

Love of Reading • At Oakdene we have Key Authors from our 2 year old provision up to Y6.

• On a daily basis children should experience a wealth of listening activities, including songs,

stories and rhymes.

• Use ‘Jolly Phonics’ as a hybrid for the Oakdene SSP (Systematic Synthetic Phonics) taught

in ‘Phases 1 & 2’ from ‘Letters & Sounds.’

• Work through the seven aspects systematically which support children’s speaking & listening

Who is your

skills and the linking of sounds & letters:

favourite

(1) Environmental Sounds (2) Instrumental Sounds (3) Body Percussion

author?

(4) Rhythm & Rhyme (5) Alliteration (6) Voice Sounds (7) Oral Blending & Segmenting • Once children can orally sound & blend then they should begin to work through Phase 2

• We have x4 libraries within school which children access every week to choose a book for

pure enjoyment plus for outdoor reading we have ‘The Reading Retreat’ in the Gazebo:

beginning with ‘satpin’ to use their new knowledge to read vc and cvc words using the Jolly Phonic actions, rhymes & songs to support learning.

End of Nursery Expectation: All children complete Phase 1 to ensure they are able to distinguish between speech sounds & many should be able to blend & segment words orally. These children can then move onto Phase 2.

Reception: Phonics should be taught 10-15 minutes daily in streamed ability groups using ’Phoneme Fingers’, whiteboards with sound buttons & lines plus Jolly Phonic resources. As the children progress through Jolly Phonics, they will take home a set of Jolly Phonic actions and accompanying flashcards, with a letter to explain how parents/carers can support at home.

End of Autumn Term Expectation for Reception: Complete Phase 2 to ensure children can orally blend to read cvc ’real’ and ’pseudo’ words.

End of Spring Term Expectation for Reception: Complete Phase 3 to ensure children can read single-syllable words containing Phase 2 & 3 graphemes.

End of Summer Term Expectation for Reception: Complete Phase 4 to ensure children can blend to read words containing adjacent consonants.

Wonderland

Hogwarts

The Reading Retreat

Narnia

Whole School

KS1

Y3 & Y4

outdoor reading

Y5 & Y6

Non-Fiction

• Our local librarian Nicola who is based at Billingham Library regular visits us to share

stories with Early Years, enrol all Year 1 children into the library at the start of each academic year, issuing them with their own library card, interviewing & training up librarians to take care of our libraries as well as launching the annual Summer Reading Challenge and organising in-school & virtual author visits as part of the Northern Children’s Book Festival (NCBF).

• Autumn Term Open Mornings remind parent/carers of Reading Expectations as well as

launch the Key Author Challenge:

• Reading Rewards: Weekly Star Reader chooses a book & weekly Reading Raffle for reading

at home the minimum number of times. In EY & KS1 x3 per week and in KS2 x5 per week.

Phonics & Reading Assessments

Phonics

• These booklets should be completed at the end of every half term to check phoneme

Year 1:

recognition and phase 2 - 5 decodable & tricky words. They should be started in EY and it is the expectation that these will be completed by the end of KS1 but if not continued into KS2 until they are complete. Ticked x3 shows children are confident with the phoneme-grapheme correspondence & on-sight key words.

Reading Assessment Order Phoneme Recognition Phase 2 Phase 2 Decodable Phase 2 Tricky Phase 3 Phoneme and Grapheme Progression

‘Phonics First’ should be taught 20 minutes daily in streamed ability groups using ‘Phoneme Fingers’ & a wider range of resources including at sentence level.

End of Autumn Term Expectation for Year 1: Consolidate Phases 3 & 4 to ensure children can blend to read 1 & 2-syllable ’real’ and ’pseudo’ words.

End of Spring Term Expectation for Year 1: Complete Phase 5 ‘New Graphemes’ to ensure children can blend to read ‘real’ & ‘pseudo’ words with 1 & 2-syllables including those words with split digraphs: a-e, e-e, i-e, o-e, u-e

Phase 3 Decodable Phase 3 Tricky Phase 4 Decodable Phase 4 Tricky Phase 5 Decodable Phase 5 Tricky •

Y1 children will complete Phonic Quizzes at the end of every half term.

•

Y2 - Y6 will complete Star Reader assessments using AR Reader at the end of every half term to check ZPD range, reading age and average book quizzing score. ARE book quizzes should be 85% or higher.

•

Y3 - Y6 will complete NFER Reading Comprehension booklets at the end of every term.

•

Every class teacher keeps a record of on-going ‘Reading Assessments’ to ensure children are continually making progress with their phonics, reading and comprehension.

•

Children who are not on track have reading interventions using programmes such as Lexia and Project X.

•

Both formative & summative reading data is logged onto Bromcom.

End of Summer Term Expectation for Year 1: Complete Phase 5 ‘Alternative Pronunciations’ to ensure children can blend to read ‘real’ & ‘pseudo’ words with 2 & 3-syllables.

Year 2: ‘Phonics First’ should be taught 20 minutes daily in streamed ability groups using ’Phoneme Fingers’ & a further range of resources including at text level.

End of Autumn Term Expectation for Year 2: Consolidate Phase 5 to ensure children can blend to read words containing new graphemes and alternative pronunciations with 2 & 3-syllables. Spell these phonically decodable words.

End of Spring Term Expectation for Year 2: Complete Phase 6 to ensure children can blend to read quickly, silently or aloud as well as reading familiar words automatically.

End of Summer Term Expectation for Year 2: Complete Phase 6 to ensure children become fluent readers and increasingly accurate spellers.

Reading Children should be exposed to reading every day & throughout the school day which includes reading 1-1, as a group & as a class, Reading Workshop activities in KS1, Whole Class Reading in KS2, clearly defined Reading Areas in each classroom and themed books in other learning areas linked to the current topic/science etc.

Lexia •

The Lexia programme supports the transition from ‘learning to read’ to ‘reading to learn.’ It quickly and accurately identifies where additional support is needed therefore is an excellent ‘catch-up tool’ for those who have gaps in their reading skills.

•

The more able group of children in YR start this programme at the end of their first term in Reception and it is the expectation that by the end of YR all children have started on the Lexia programme.

•

All Y1, Y2 & Y3 children continue to use Lexia independently on a PC or an ipad then children who are within the lowest 20% readers in their cohort in Y4, Y5 & Y6 continue to use Lexia until they have closed the gap and are ARE.

•

Every time a level is completed children are awarded their certificate and a consolidation booklet to take home. Once this booklet is completed it can be returned to school and children are awarded x5 Dojos.

•

There are x21 levels in the Lexia programme to complete:

Early Years: Nursery children alternate between choosing a library book from their setting to develop an interest in reading and an ORT reading book to familiarise themselves with Biff, Chip, Kipper & other characters in these stories. Books are changed weekly.

Reception children change their ORT reading books twice a week and the expectation is to read a minimum of x3 per week.

Key Stage 1: Year 1 children change their ORT reading books twice a week and the expectation is to read a minimum of x3 per week.

Year 2 children change their ORT/ZPD reading books once a week then book quiz it using AR Reader and the expectation is to read a minimum x3 per week.

Key Stage 2: Children change their ORT/ZPD reading books once a week then book quiz it using AR Reader and the expectation is to read a minimum x5 per week.

Parents/carers should record in their child’s Reading Record the minimum times per week:

Early Years: New Reader

KS1: Developing Reader Y3 & Y4: Advancing Reader Y5 & Y6: Confident Reader

Year Group Skills

Lexia Levels to complete

YR

Level 1

Y1

Levels 2 - 5

Y2

Levels 6 - 9

Y3

Levels 10 - 12

Y4

Levels 13 - 15

Y5

Levels 16 - 18

Y6

Levels 19 - 21

Completing the ORT Tracker •

•

•

The ORT Trackers need to be started in Nursery and continued until the end of Y3.

It is the responsibility of the teacher to ensure children are on the correct ORT level, stamp reading records and keep a class record of weekly reading.

Our teaching assistants can mark off a book once this has been read and returned. Highlight the text title on the ORT tracker in your year group colour.

•

Early Years children will be generally on the 1st tracker booklet Levels 1 - 3.

•

Year 1 ARE children will be generally on the 2nd tracker booklet Levels 4 - 6.

•

Year 2 ARE children will be generally on the 3rd tracker booklet Levels 7 - 9 and beyond.

•

For those children who are below ARE or SEN please keep their full set of reading trackers as a record of their progress through the reading scheme.

Highlight the ORT Tracker as the children complete the books.

Use the year group colour highlighter:

Nursery

Year 1

Speed Words • Speed words are introduced in the 2nd half of the Autumn term in Reception.

• They should be sent home in a labelled plastic wallet kept inside the clear Homework

Folder provided by school.

• Only x1 sheet at a time or a set of words within that sheet should be sent home to

learn.

• Decodable words can be learnt using the sound-blend-read strategy & the use of

phoneme fingers.

• Tricky words need to be learnt on-sight.

• Once a sheet/set of words has been learnt children are awarded x2 Dojos, these

can then be recycled and a new sheet/set within the sheet given.

• Speed words are expected to be completed by the end of KS1 but if not will continue

into KS2 until they are complete.

Speed Word Order Phase 2 Decodable

Phase 2 Tricky Phase 3 Decodable Phase 3 Tricky

Reception

Year 2

Phase 4 Decodable Phase 4 Tricky Phase 5 Decodable

Year 3

Phase 5 Tricky Followed by Next 200 Common Frequency Words Sheets 1 - 8 in numerical order.

Reading Resources •

•

Jolly Phonics handbook for our SSP plus story & song books and tubs of objects for the different phonemes.

Letters & Sounds handbook for the phases of phonemes to be taught plus boxes of resources from phases 2 - 5 at word, sentence and text level.

Beginning Oxford Reading Tree Nursery: •

Nursery 1 children are given a booklet ‘Meet the Oxford Reading Tree Family’ so that they can find out about the book characters that they will meet as they begin their reading journey at Oakdene Primary. In addition to this booklet children are given an ‘A4 sheet of ‘Character Names’ that can be used as ‘flashcards’ to practise reading the names of the characters. A ‘Tips for Reading!’ letter is sent home alongside these resources to support parents/carers.

•

Nursery 2 children should start on the ORT reading books by taking home wordless stories or for those more able children Level 1 Decode and Develop books. These are the Biff, Chip & Kipper stories which will help them prepare for transition into their Reception class.

Reception:

•

Phonic Games using resources on Espresso (Discovery Education), Twinkl and Phonics Play.

•

At the start of Reception there is an Open Morning for Parents/Carers in which they are given a ‘Homework Folder’ which includes an ORT reading book, a reading record and a ‘Tips for Reading!’ letter.

•

Children will continue to read ORT at Level 1 according to their ability and once they move up to Level 1+ will start with the ‘Floppy’s Phonics’ and ‘Songbirds Phonics’ books first as these contain words which match our phonics programme.

Order for ORT •

myON is a digital online reading resource linked to Accelerated Reader which offers every child unlimited access to an enhanced digital library linked to their ZPD. It was purchased during lockdown as an additional resources enabling children to read books whilst taking part in home learning. myON is introduced in Year 1 up to Year 6.

•

Accelerated Reader is introduced at Year 2 and used throughout school up until Year 6. It enables children to quiz any book that they have read and provides instant feedback on their comprehension of the text: raw score, percentage & sunflower reward.

Level 1

Level 1+

Wordless stories A

Floppy’s Phonics Fiction & Non-Fiction

Wordless stories B

Songbirds Phonics

Decode and Develop

Decode & Develop

Decode and Develop A

Decode & Develop A

Decode and Develop B

Decode & Develop B

For Levels 2 - 6 always start with the Floppy’s Phonics and the Songbird Phonics books as these directly match the letters and sounds taught at each phase in our phonics programme. Levels 7 - 9 books can be read in any order to develop fluency.