Class: Teacher/Practitioner: 2012/13 Progression Autumn Spring Summer Phase 6 (Yr 2) Y2 Working on: Recognising phonic irregularities. and becoming more secure with less common and grapheme-phoneme correspondences Working on: Applying phonic skills and knowledge to recognise environment and spell an increasing number of complex words. the in Phase 5 (Yr 1) Y1 Working on: weeks 8-30 6 sounds - alternative spellings for phonemes 2 different Phase Working on: weeks 5-7 alternative pronunciations for graphemes between through words. and Working on: weeks 1-4 alternative Distinguish continuous 1 graphemes for reading sounds with Phase alliteration. and Progression Autumn Spring Summer experiment Phase 4 (YR/Y1) YR/Y1 and Working on: Segmenting adjacent rhyme of consonants in words and apply this in spelling. Explore Working on: Blending adjacent consonants in words and applying awareness this skill when reading unfamiliar texts Show phonemes. Phase 3 (upper) (Early Learning Goal) Children can read and spell a wide range of CVC words using all letters and less frequent consonant digraphs and some long vowel phonemes, Phase 3 (upper) Graphemes ai, ee, igh, oa, oo ar, or, , ow, oi ear, air, ure, er Phase 3 (secure) (Early Learning Goal) Children can read and spell CVC words using a wider range of letters, short vowels, some consonant digraphs and double letters, ch, sh, th, ng Phase 3 (lower) (Early Learning Goal) Children can read and spell CVC words using letters and short vowels Letter progression: Set 7: y, z, zz, qu Set 6: j, v, w, x Progression Autumn Spring Summer 2 (40-60 months) Children working within Phase 2: know that words are constructed from phonemes and that phonemes are represented by graphemes have knowledge of 19 common consonants and vowels which they can orally blend for reading and segment for spelling simple CVC words, Letter Progression Set 1 - 5 Phase 1(30-50 months) Children working within Phase 1: explore and experiment with sounds and words distinguish between different sounds in the environment and phonemes show awareness of rhyme and alliteration begin to orally blend and segment phonemes
Class: Teacher/Practitioner: 2012/13 Progression Autumn Spring Summer Phase 1 continuous through Phase 2 - 6 Show awareness of rhyme and alliteration. Distinguish between different sounds in the environment and phonemes. Explore and experiment with sounds and words. Phase 6 (Yr 2) Working on: Recognising phonic irregularities. and becoming more secure with less common grapheme-phoneme correspondences Working on: Applying phonic skills and knowledge to recognise and spell an increasing number of complex words. Y2 Phase 5 (Yr 1) Working on: weeks 8-30 alternative spellings for phonemes Y1 Working on: weeks 5-7 alternative pronunciations for graphemes Working on: weeks 1-4 alternative graphemes for reading Progression Autumn Spring Summer Phase 4 (YR/Y1) Working on: Segmenting adjacent consonants in words and apply this in spelling. Working on: Blending adjacent consonants in words and applying this skill when reading unfamiliar texts YR/Y1 Phase 3 (upper) (Early Learning Goal) Children can read and spell a wide range of CVC words using all letters and less frequent consonant digraphs and some long vowel phonemes, Phase 3 (upper) Graphemes ai, ee, igh, oa, oo ar, or, , ow, oi ear, air, ure, er Phase 3 (secure) (Early Learning Goal) Children can read and spell CVC words using a wider range of letters, short vowels, some consonant digraphs and double letters, ch, sh, th, ng Phase 3 (lower) (Early Learning Goal) Children can read and spell CVC words using letters and short vowels Letter progression: Set 7: y, z, zz, qu Set 6: j, v, w, x Progression Autumn Spring Summer 2 (40-60 months) Children working within Phase 2: know that words are constructed from phonemes and that phonemes are represented by graphemes have knowledge of 19 common consonants and vowels which they can orally blend for reading and segment for spelling simple CVC words, Letter Progression Set 1 - 5 Phase 1(30-50 months) Children working within Phase 1: explore and experiment with sounds and words distinguish between different sounds in the environment and phonemes show awareness of rhyme and alliteration begin to orally blend and segment phonemes
east-sussex-phonics-tracker-1-per-delegate-plus-cdrom-1.docx