Stage 3: Building Confidence – Children learn new sounds including j, v, w, x, y, z, zz, qu, ch, sh, th. 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.

Oxford Reading Tree Floppy’s Phonics ‘Teaching Sequence’ – An overview of the programme for leaders and teachers 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. 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!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!" 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.

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.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 ‘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.

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. 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 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. 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.Update 2020: Throughout 2019, Debbie has worked with Oxford University Press to refresh and update the resources of the Floppy’s Phonics programme. Notable changes include: Builds up knowledge of spelling word banks over time where words are spelt with the same letter/s-sound correspondences

The Potential of Alphabetic Code Charts and the Two-Pronged Approach to Synthetic Phonics Teaching: Systematic and Incidental Our first Floppy's Phonics cohort (Reception 2011) are due to graduate from Y2 this summer - 98% are L2+ in Reading, and 40% L3+. These are easy-to-use posters to achieve the same phonics routines across the school – also suitable for sharing with parents.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. 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. Closely-matched, Floppy's Phonics Decoding Practiceoffers targeted reading practice at each stage of teaching 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. 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’