Oxford Reading Tree: Level 1+: Floppy's Phonics: Sounds and Letters: Pack of 6

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Debbie has crafted magic, creating an approach to phonics that - put simply - works! Adopting Floppy's Phonics Sounds and Letters in 2011, we were delighted that 70% of our Y1 pupils secured the pass rate. In 2013, this has risen to 93%, and KS1 standards in reading, writing (and maths!) are up as the children are engaged, focused, motivated learners. This isn't about phonics - it's a pedagogical approach based on expectation, challenge, autonomy and rigour. The kids love it - and so do the staff!" This paper might be helpful for teaching assistants new to the teaching profession and for informing parents. Floppy’s Phonics is a phonics program developed by Oxford University Press. It consists of six stages of learning that help children develop their phonics skills. The resources include hundreds of fabulous full-colour illustrations (for example in the Sounds and Letters teaching and learning books, and their parallel interactive CD-ROMS) with masses of potential to develop language comprehension skills – essential for young learners and learners who not only need to learn how to read, spell and write in English but who are also learning to speak the English language as a new language!

The ‘Simple View of Reading Model’ was adopted to replace the ‘Searchlights Reading Strategies’ on Sir Jim Rose’s recommendation in 2006. These diagrams will be helpful for training purposes and professional understanding. They help to generate collegial conversations as you reflect on pupils’ reading or writing profiles for your general literacy planning or intervention as required. In the ‘Simple View of Reading Model’, ‘language comprehension’ refers to the levels of SPOKEN language and not reading comprehension. For learners with English as a new or additional language, you can plot the learner twice – once for the mother tongue and once for the English language to achieve a fuller understanding of the learner’s literacy profile. Closely-matched, Floppy's Phonics Decoding Practiceoffers targeted reading practice at each stage of teaching Floppy’s Phonics is in line with the Systematic Synthetic Phonics (SSP) teaching principles described in the ‘English programmes of study: key stages 1 and 2 – National curriculum in England’ which is statutory from September 2014.

Stage 1: Starting to Read – Children learn the sounds s, a, t, p, i, n, m, d. They also learn to blend sounds to read simple words. This document lists the recommended phonics routines for the three core phonics skills and their sub-skills and then (in red) includes aspects of the phonics routines to consider for honing practice to a high-quality level aiming for consistency and continuity across the school. Children, staff and parents all love Floppy’s Phonics! We have been using this high quality, rigorous programme for the last eight years and have been delighted with the results we have seen. Floppy’s Phonics engages the children with its familiar characters and supports both teaching and learning with CD-ROMs; classroom visual aids, the structured set of phonics books; cumulative, decodable, activity sheets and texts, plus planning and assessment materials. This poster provides the kind of language and practice that teachers can apply all the time to teach and support spelling in the wider curriculum whilst referring to the main display Alphabetic Code Chart (which should be displayed from floor level and easily accessible for the teacher and children). Stage 5: Building Comprehension – Children learn alternative spellings for sounds they already know and practice blending and segmenting longer words.

All staff at Lord Scudamore Academy are unanimous in recommending Floppy’s Phonics as a truly inspiring phonics programme that has driven reading in our school to the highest standard.” The Potential of Alphabetic Code Charts and the Two-Pronged Approach to Synthetic Phonics Teaching: Systematic and Incidental This description of the three phonics core skills and their sub-skills will enable you to plan and review the balance of your phonics teaching and also analyse/identify specific difficulties of children who are making slower progress. Use a biro or highlighter to indicate gaps in teaching or weaknesses in learning. Provide additional teaching where gaps in learning are identified.Stage 3: Building Confidence – Children learn new sounds including j, v, w, x, y, z, zz, qu, ch, sh, th. This paper describes the usefulness of Alphabetic Code Charts and the rationale for the Two-Pronged Approach.