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

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At 50 mins 28 secs (slide 57 on assessment), I refer to the first bullet point, “From sound to print for decoding”. This should be, “From print to sound for decoding”. I continue with the second bullet point, “From print to sound for encoding”. This should be, “From sound to print for encoding”. This error is on the video and the printable slide, and in the audio commentary. (Thank you to Alison for drawing this error to my attention.) Debbie Hepplewhite

The photocopiable, paper-based content which is essential for children’s practice (including revision) is provided via the two teaching handbooks but it is now available in the format of ready-made ‘Activity Books’. These are especially popular in international schools as they simply provide an alternative to teachers photocopying essential material in their schools. Next, they will learn how sounds can be put together ( blended) to make words. For example, they will learn that the sounds of the letters ‘m-a-t’ blend together to make the word ‘mat’. Your child will then learn more sounds and will start blending them too. Biff, Chip, Kipper and Floppy the dog have made Oxford Reading Tree the UK’s most popular reading scheme used by 80% of primary schools in the UK. The Floppy’s Phonics programme teaches the letter/s-sound correspondences of the English alphabetic code explicitly and comprehensively for reading, spelling and handwriting: A systematic and structured approach with built-in consolidation and revision to ensure every child succeeds

Take a closer look at Floppy's Phonics Teaching Programme

The ORT Floppy’s Phonics systematic synthetic phonics programme provides you with all the structure and resources you need to deliver really effective synthetic phonics teaching for all children – as well as enriching their vocabulary and language comprehension. 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. Builds up knowledge of spelling word banks over time where words are spelt with the same letter/s-sound correspondences Previously there were three teachers’ handbooks. The content of the third handbook ‘Planning, Assessment and Resources’ has now been moved to ‘Teaching Handbook 1’ and ‘Teaching Handbook 2’ or to the digital platform.

The Potential of Alphabetic Code Charts and the Two-Pronged Approach to Synthetic Phonics Teaching: Systematic and Incidental Features the much-loved recurring characters of Biff, Chip and Kipper to engage children from the outset Then the children will really start to read! They will learn to recognise the different letters or pairs of letters (graphemes) in a word, say the separate sounds ( phonemes) slowly, then put ( blend) them together. For example, they will be taught that the word ‘boat’ can be separated out ( segmented) into ‘b-oa-t’ which represents the sounds bbb-oh– ttt. They can blend these sounds into the word ‘boat’ Decodable reading practice throughout teaching resources andaligned decodable readers from Floppy’s Phonics Fiction and Traditional Tales. 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.

What does Floppy's Phonics Sounds and Letters offer?

First, your child will be taught the most straightforward letters and the sounds they make. For example, they will be taught that the letter ‘m’ represents an mmm sound and the letters ‘oa’ represent an oh sound. This paper describes the usefulness of Alphabetic Code Charts and the rationale for the Two-Pronged Approach. 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). 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. A step-by-step and flexible DfE validated phonics programme that engages children in reading from the outset. Developed by highly respected phonics expert Debbie Hepplewhite MBE, is perfect for schools who want high-quality phonics teaching resources and professional development in a range of online formats, for full confidence in teaching phonics.

Rigorous teaching sequence ensuring the phonics teaching & learning is straightforward, effective and allows for differentiation in simple, but effective, ways Our first Floppy's Phonics cohort (Reception 2011) are due to graduate from Y2 this summer - 98% are L2+ in Reading, and 40% L3+. This is a generic diagram which will help you to reflect on your routine phonics ‘Teaching and Learning Cycle’ and other features associated with your basic skills provision. It can take until Year 2/Primary 3 before your child might have learned all 44 sounds in English and the many different spellings used for each sound. This is a detailed description of the ‘Teaching and Learning Sequence’ delivered with a two-session approach. It can support teacher training and evaluation of the Floppy’s Phonics programme.

Floppy’s Phonics Resources

These are easy-to-use posters to achieve the same phonics routines across the school – also suitable for sharing with parents. 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.” 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 4: Becoming a Fluent Reader – Children learn new sounds including ai, ee, igh, oa, oo, ar, or, ur, ow, oi, ear, air, ure, er. 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.

More Phonics Practice

This guidance document describes the importance of setting up, maintaining and sharing a ‘phonics folder’ for every learner. Home / Free Resources Free Resources PowerPoint slides for supporting information events for parents and carers. 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. Stage 5: Building Comprehension – Children learn alternative spellings for sounds they already know and practice blending and segmenting longer words.