The English phonic code is a complex one.  (To see just how complex it is, click on ‘teaching tools’ on our website and then on ‘English Phonic Code’ and download a free copy of the phonic code).  For this reason we teach it in a step-by-step way, starting from the simple part and gradually introducing the more complex parts.  Along the way, we teach children the 44 sounds in the English language and the corresponding spellings in our written script.

We start with the simple sounds of the alphabet and teach beginner readers to blend and segment words with a CVC (consonant/vowel/consonant) word structure, e.g. ‘dog’.  Later, we introduce more complex spellings and word structures.

Once beginner readers begin to read a text, even the simplest kind, they will encounter common words with complex spellings they have not yet learned.  For example, in the word ‘was’:  the ‘a’ sounds /o/ and the ‘s’ sounds /z/.  Beginner readers may find it difficult to decode using the limited phonic knowledge they have learned.  So this is a ‘tricky word’.   As the reader learns the phonic code and develops good decoding skills, more and more words are no longer ‘tricky’.

‘Tricky words’ are sometimes called ‘key words’ or ‘phonically irregular high-frequency words’.  They used to be called ‘sight words’ but this term is no longer used in synthetic phonics.

How should we teach ‘tricky words’?

Most ‘tricky words’ are part of the phonic code.  Take the word ‘was’ for example.  The spelling ‘a’  for the sound /o/ is common to many other words e.g. ‘what, want, swan, swap’ etc.  The sound /z’/for the letter ‘s’ is also common e.g. ‘is, his, has’.

A few common words e.g. ‘one’ or ‘friend’, have unusual spellings that do not fit comfortably within the phonic code.  It is now recommended that all words, including those with unusual spellings, should be taught by matching the sounds in words with their corresponding spellings.

When reading any ‘tricky word’, the teacher  should ask the reader to sound the parts of the word that they know e.g. ‘w’ in the word ‘was’ and then point to the spelling the pupil has not yet learned e.g. ‘a’ and ‘s’.  The teacher should say the sound for the new spellings.  The reader can then blend all the sounds into the word.  This way, the habit of sounding out words is maintained as the reader learns to read a growing range words while developing his/her understanding of the phonic code.

What about learning to read ‘tricky words’ by sight?

It is important not to resort to learning these words by sight (by shape) as educators have recommended in the past, as this encourages children to guess when tackling new words.   Guessing conflicts with the strategy of sounding out words, which is the most successful and reliable way to decode new words.  In fact – there is no alternative strategy.

Reading a word using visual memory (sight) can only work when the reader already knows the word and the brain can remember it accurately.  This strategy does not help the reader to figure out what a new word might be.

When does a ‘tricky word’ stop being a ‘tricky word’?  

Once the reader has enough knowledge of the code to read that word and once the reader can read it automatically, the word is no longer a ‘tricky word’.

Who invented writing?

-          Writing was invented in Mesopotamia 5000 years ago by accountants (of all the least imaginative trades!) recording stock.

-          The first script is thought to be Cuneiform which looks like angular reed impressions into clay. This was developed because these were the materials available in that region.

-          The Egyptians developed their own completely different script either at the same time or soon after.

Where does our alphabet come from?

-          The Phoenicians were the ones who moved away from a script based on symbols for whole or parts of words.   They had the genius idea of creating an alphabetic script in which symbols represent sounds in words.   But their script had no vowels.  (Like in Hebrew today:  the word ‘Shalom’ is spelled ‘Shlm’ – no vowels.)  The names of the letters Alpha, Beta were Phoenician words.  Alpha – ox (the letter originally looked like an ox) Beta – meant house (the letter looked like a square house. To this day, the letter ‘bet’ in Hebrew looks like an incomplete square).

-          The Greeks developed the Phoenician alphabet by adding letters for vowels that matched the sounds in the Greek language.  These letters and sounds are the basis for our script.

-          The Romans took the script from the Greeks.  At that time sentences were written continuously without spaces between words (one can see this in Roman inscriptions).

Who invented spaces between words?

-          The Irish invented spaces between words in the 7^th century AD.  They were struggling to learn to read and write the Latin script in texts of their newly acquired Christian religion so they decided that putting a space between each word would help. (It does – a lot!)

What did people write on?

-          First people used clay; then papyrus which is a reed; walls were used for inscription; then parchment (animal skins) and wax tablets (the first etch-a-sketch).

-          The Chinese invented paper in the 1^st Century BC.  It was used by the Arabs in the 9^th Century.  It reached Europe much, much later.

When did people start writing in books?

People would write on parchment or scrolls.  Then came writing in books.  The earliest known book is from the 7^th Century AD.

Who invented printing?

-          The Chinese invented printing in the 9^th Century AD.  Printing was introduced in Europe by Johannes Guttenberg in 1450.

What is clear through the ages is that if you wanted to be anybody you needed to be able to read and write.  So what has changed in our world in the last 5000 years?  Let’s get all children reading and writing!

Here are some answers based on new information recently published by the DfE:

1. When will the screening check take place?
The screening check will take place on the week commencing June 18th 2012.

2. How will the test be administered?
The test will be administered in a one-to-one setting with every pupil having a record sheet on which the teacher records their response (a tick in the correct or incorrect column).

3. Can teachers see example of the screening check?
Yes, the DfE has published sample pages so that teachers can familiarise themselves with the format of the check and consider whether their children are on course to learn the type of phonics knowledge included in the check this year. It is not intended to be used as practice material for children.

4. When and how should teachers report results?
The arrangements for reporting the results will be advertised in January 2012.

5. What is the content of the screening check?
The screening check will include 40 real and non-words (nonsense words also called pseudo words).

6. Is the screening test pupil friendly?
Yes, it is. Only 4 words appear on a page so the pupil is not daunted. Next to the non-words there is an image of a cute, alien looking monster to make sure the child does not seek to match the word with a real word.

7. What is the phonics screening check actually checking?
The phonics screening check is checking that children at the end of Year 1 have the foundations they need to learn to read. These are the skills for blending (pushing together) sounds into words and the phonic knowledge of recognising the sounds for basic letters and letter combinations. For this reason the check includes certain word structures (which indicates how well children blend sounds into words) and certain letters or letter combinations (which indicates their phonic knowledge).

8. What is the structure of the screening check?
The screening test has two sections as follows:

Section 1 has simple word structures:  (C=consonant   V=Vowel)

CVC (e.g. shin and bim)

VCC (e. g. end and ulf)

CCVC (e.g.  grit and blan)

CVCC (e.g. best and hild)
The phonic knowledge in Section 1 is the sounds of the alphabet, some consonant digraphs (ch,ck, ff, ll, ng, sh, ss, th, zz) and a few vowel digraphs that always spell the same sound (ar, ee, oi, oo, or). There are some real words like ‘week, start, hooks’ with these vowel digraphs.

Section 2 includes more complex word structures as follows:

CCVCC (e.g. blank  and snemp)

CCCVC (e.g.  strap and spron)

CCCVCC ( sprint and stroft )

It also includes some two syllable words e.g.’rusty, dentist, starling’.
The phonic knowledge includes additional consonant digraphs (e.g. ph and wh) and more vowel digraphs which include split digraphs (a-e, e-e, i-e, o-e, u-e) and some alternative spellings (e.g. ai, ay, a-e, ea). Other additional graphemes listed are au/aw, er/ir/ur, ew/ue/ue, ie/igh, oa, ou/ow, oy and air).

9. Where can I get more information and advice?
A helpline has been set up: 0300 303 3013 to support teachers or email: assessments@education.gov.uk

10. Where can I see the sample pages?
To see sample pages of the screening test visit:

http://media.education.gov.uk/assets/files/year%201%20phonics%20sample%20materials.pdf

What does match-funding mean?
Schools can decide which items from the catalogue best meet their requirements. They can make as many individual purchases as they wish, but will only receive match-funding up to a maximum of £3000 – i.e. for a total spend of £6000.

How long will this offer be available to schools?
The match-funding catalogue will be available to Schools in England until March 2013.

What is in the catalogue?
The catalogue will include commercial programmes and resources which teach and promote Systematic Synthetic Phonics that have been approved by the DfE. In short, it includes programmes, training and resources.

Why is the DfE promoting the match-funding phonics catalogue?
The DfE is supporting the improvement of the teaching of Systematic Synthetic Phonics in KS1 in schools in England. It is offering to match fund the purchasing of phonics training and resources that will help achieve this goal.

Which schools are eligible for match-funding?
The funds are available for KS1 pupils in Schools in England. These include Academies and Free schools. Schools in the private sector are not included. Catch-up resources for KS2 are not included in the catalogue.

How do I order?
The DfE has appointed ESPO (Eastern Shires Purchasing Organisation) to manage the catalogue and the match-funding process. The purchasing can be done through five regional purchasing organisations (Pro 5). For details visit www.education.gov.uk
A paper copy has been sent to every state primary school in England.

How are the products ordered to receive match-funding?
Match-funding can only be received through the catalogue. Schools will not be able to get refunds for purchases which are not made through the catalogue. Details regarding how this will work will be clarified once the catalogue is published.

How have the products been selected for the catalogue?
The DfE published a list of criteria which adhere to the principles of Systematic Synthetic Phonics. Products were chosen on the basis that they comply with these criteria. During the time the catalogue will be available new products may be include as they are approved by the DfE.

How to use the funds
A school can decide to further invest in training its staff in a phonics programme already used or to train its staff in a new phonics eprogramme. Some programmes will have additional resources a school may choose to purchase.
Funds can be used to supplement phonic programmes with additional resources. ‘Letters and Sounds’ is an approved programme and schools can continue to use it and purchase supplementary resources to complement it.

Adjacent consonants are two or more consonants that appear next to one another within a word and they each represent a different sound. Take the word ‘stop’ for example. The ‘s’ and ‘t’ are adjacent consonants not only because they appear next to one another but also because they spell two different sounds /s/ and /t/.

Adjacent consonants can appear at the beginning of a word e.g. ‘grab’, at the end of a word ‘bend’ or at both ends of a word e.g. ‘print’. There can be three adjacent consonants in a word like in the word ‘scrap’. These are also called ‘consonant strings’.

When adjacent consonants spell just one sound e.g. the letters ‘s’ and ‘h’ together spell the sound /sh/, they are called a digraph (two letters that represent one sound). That is why the letters ‘ck’ in the word ‘black’ are not adjacent consonants but a digraph; two letters that spell the sound /k/.

In the past, adjacent consonants were called ‘blends’ but now that we use the verb ‘to blend’ (push sounds together into a word) we no longer use the noun ‘a ‘blend’ as this may confuse.

Why is it a good idea to include them in the Y1 reading check?
Non-words are a very efficient way to check if a pupil knows:
a. the sounds that the letters spell
b. how to blend those sounds into words

And that is the purpose of the check – to identify the pupils who are falling behind. Those pupils will have gaps in their phonic knowledge and/or poor blending skills.

As children become readers they begin to store words in their memory bank. If they are given words they know how to read, they will not need to revert to sounding the word out and blending the sounds into the word. If we are trying to check what knowledge (the spellings and the sounds) and the skill (blending) it is best to do so with non words.

There has been some criticism of this idea – claiming that it encourages children to read without meaning or that is it confusing for them.
We would say that, actually, it is very useful to be able to read non words because when we have to read multisyllabic words we don’t know, we break them up into chunks that initially may have no meaning. Take the word ‘frantic’. If we did not know how to read it we would have to break it up to ‘fran’ and ‘tic’. Both syllables have no meaning for the beginner reader. It is therefore, useful to be able to decode parts of words that have no meaning. Meaning is gained only when the syllables are combined.

To see Charlotte in Y1 reading non words – go to the Literacy Blog http://vimeo.com/31894110

This is free for teachers and parents; a great way to practise precise pronunciation or ‘pure sounds’ of the alphabet. Recommended for young, beginner readers. It can found on YouTtube. Go to You Tube and search ‘Pip Phonics’.

The real book camp is supported by a number of prominent authors, such as Michael Rosen. They have voiced their concern that using decodable reading books limits children’s vocabulary and denies them the joy of reading and the variety and richness of children’s picture books: decodable books switch children off from reading. The impression is formed that teachers use either real books or decodable books.

Susan Godsland, from the Reading Reform Foundation, debunks this premise and explains why and how the two go hand in hand.

How to use real books and decodable books with beginner readers

1. The vast majority of beginner readers need decodable words, sentences and books, fiction and non-fiction, for reading (decoding) practice, alongside a systematic synthetic phonics classroom programme. This is to set automatic decoding habits in place and avoid children struggling to read words for which they haven’t learnt the code, which, as we know, can cause great anxiety, loss of comprehension and a fear of reading.

2. A tiny minority of children enter YR already reading well –once it is established that they are not relying on sight word memorisation they should be offered real books at the correct level and with appropriate content from the onset.

3. The main decodable reading scheme used should follow the introduction order of the letter/sound correspondence of the classroom programme. With experience teachers will become confident about mixing other decodable book schemes into the main scheme, and should be encouraged to do so to add variety to children’s decodable reading matter.

4. Excellent classroom synthetic phonics teaching alongside decodable books should enable the vast majority of children to move smoothly on to reading real books and a variety of other natural text independently by the end of KS1 – and some much sooner than then.

5. Whilst most children will be limited to decodable books for reading practice, ALL KS1 children should be enveloped in a language rich environment in the classroom – for language development and comprehension purposes they should be read real stories and poems and engage with beautiful picture books, fiction and non-fiction.

6. Good synthetic phonics teaching and practice with decodable books shouldn’t take up much time in the early years, ‘It is multi-sensory and fun and can be achieved in 30 minutes a day, leaving several hours to be filled by child-initiated play, sand, water, painting, outdoor play, you name it.’

7. Modern decodable book schemes can be just as engaging and interesting as real books for early readers. They are certainly preferable to the repetitive text of whole language readers and a far cry from the dull, Victorian ‘The cat sat on the hat’ type books of yesteryear.

8. Before making a judgement on the worth of decodable books, possible detractors should first take a close look at one or more of the new book schemes, such as Read Write Inc. or the Dandelion Books, AND use, or see in use, such a scheme with a class of beginning readers. If they haven’t done this then their opinions cannot be taken seriously.

9. It must be acknowledged that a minority of children, even with the best synthetic phonics teaching, will be slow to become confident decoders for a variety of reasons (poor memory, low phonological learning ability, ESL, absence due to ill health…) They may need to continue with suitable decodable books for reading practice purposes after KS1.

10. Whilst the teaching of classroom synthetic phonics is not optimal still in perhaps the majority of schools, decodable books for intervention, suitable for older readers, will continue to be necessary.

Susan Godsland 2011.