Read correctly words designated for Entry Level 1.
Read simple sentences containing one clause.
Understand a short piece of text on a simple subject.
Writing:
Punctuate simple sentences with a capital letter and a full stop.
Use a capital letter for the personal pronoun ‘I’ and the first letter of proper nouns.
Use lower-case letters when there is no reason to use capital letters.
Write the letters of alphabet in sequence and in both upper case and lower case letters.
Spell correctly words designated for EL1
Communicate information in words, phrases and simple sentences.
Speaking, Listening and Communication:
Say the names of the letters in the alphabet.
Identify and extract the main information from short statements and explanations.
Follow single-step instructions, asking for them to repeat if necessary.
Make requests and ask straightforward questions using appropriate terms and registers.
Respond to questions about specific information.
Make clear statements about basic information and communicate feelings and opinions on straightforward topics.
Understand and participate in simple discussions or exchanges with another person about a straightforward topic.
Speaking, Listening and communication (prt 2):
Identify and extract the main information and detail from short explanations.
Make requests and ask clear questions appropriately in different contexts.
Respond appropriately to straightforward questions.
Follow the gist of discussions.
Clearly express straightforward information and communicate feelings and opinions on a range of straightforward topics.
Make appropriate contributions to simple group discussions with others about a straightforward topic.
Entry Level 2
Reading:
Read correctly words designated for Entry Level 1.
Read simple sentences containing one clause.
Understand a short piece of text on a simple subject.
Writing:
Use basic punctuation correctly (e.g. full stops, capital letters, question and exclamation marks.)
Form regular plurals.
Use the first and second letters to sequence words in alphabetical order.
Spell correctly words designated for Entry Level 2
Communicate information in words, phrases and simple sentences.
Complete a form asking for personal information (e.g. First name, surname, address, postcode, age, date of birth.)
Write in compound sentences, using common conjunctions (e.g. or, and, but) to connect clauses.
Use adjectives and simple linking words in the appropriate way.
Speaking, Listening and Communication:
Identify and extract the main information and detail from short explanations.
Make requests and ask clear questions appropriately in different contexts.
Respond appropriately to straightforward questions.
Follow the gist of discussions.
Clearly express straightforward information and communicate feelings and opinions on a range of straightforward topics.
Make appropriate contributions to simple group discussions with others about a straightforward topic.
Phonics Schemes
Phonics Schemes
Discovery Special Academy have developed a phonics progression programme that is used throughout the academy. Phase one of the programme uses a multi-sensory approach to teach children how to recognise sounds in their environment including the sounds their own voice can make. These are essential pre reading skills. Once embedded, frequent repetition will allow children to apply their sound knowledge to support themwith the structured synthetic phonics approach (Read Write Inc.) in phase two.
From phase two onwards, children follow the ‘Read, Write Inc.’ synthetic phonics scheme to develop their phonic skills of blending and segmenting at their own pace. A range of visual resources complements this approach.
The Discovery phonics programme aims to build children’s speaking and listening skills in their own right as well as preparing children for learning to read by developing their phonic knowledge and skills. It sets out a detailed and systematic programme for teaching phonic skills for children, with the aim of them developing early reading skills and working towards becoming fluent readers.
To support children in reading words, all sounds within the phases are taught in a specific order and separated into sets. Each set contains some sounds with two or three letters representing one sound (digraphs and trigraphs). When teaching the children, we call these sounds ‘chatty friends’ and children learn that together these letters produce one sound, for example sh, th, ng, nk (in Set 1).
During all phases, children read texts to suit the sounds and words they are learning. All books are read twice in school before being sent home to share. This supports parents when sharing a book at home and children have the opportunity to ‘show off’ their reading skills in a different setting, encouraging them to become confident, fluent readers. Children progress through reading books at their own pace ensuring they have learnt previous sounds and words before moving on. This gives children the opportunity to retrieve embedded prior phonics knowledge as well as make connections with new learning so that reading becomes easier and enjoyable for them.
Phase
Phonic Knowledge and Skills
Phase One
Phase One phonics at Discovery includes seven areas of learning (steps); Step 1: Sounds in my environment Step 2: Sounds of instruments Step 3: Using my body to make sounds Step 4: Nursery rhymes and rhythm Step 5: Initial sounds Step 6: Making sounds with my voice Step 7: Oral blending and segmenting A Phase One assessment determines if children are ready to move onto Phase two of the Discovery phonics programme.
Phase Two
In Phase Two, children learn the corresponding sounds for the letters of the alphabet and how to blend these sounds together. This helps children to read words. Children also learn how to segment words into their separate sounds. This skill helps children to read and spell words. Set 1 sounds are taught in this order: m a s d ti n p g o c k u b f e l h sh r j v y w th z chq u x ng nk. Words in this phase include three and four sounds, some with letters representing more than one sound, for example, ‘bell’, ‘fluff’ and ‘bucket’. Children read Sound Blending books 1-10 and Red ‘ditty books’ with corresponding story books.
PhaseThree
In Phase Three, children are taught the following sounds whilst still practising previously taught sounds and words. Set 2: ay ee igh ow oo oo ar or air ir ou oy. During this phase, children are taught letter names through singing songs and using alphabet cards. This is done in isolation so children do not become confused with the sounds used in their phonics lesson. Children read Green, purple and pink story books. Non-fiction texts also complement each colour band.
Phase Four
Children are taught the following sounds whilst still practising previously taught sounds and words. Set 3: ea oi a-e i-e o-e u-e aw are ur er ow ai oa ew ire ear ure tion tious/cious Children read orange, yellow, blue and grey story books.
For more information about our phonics scheme, please follow the link below
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