Schools may modify this PowerPoint according to their needs.
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.
This is a handy, editable Word Document for tracking progress through the programme – for both letter/s-sound correspondences and the phonics skills and sub-skills per child.
This guidance document describes the importance of setting up, maintaining and sharing a ‘phonics folder’ for every learner.
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.
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.
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.
There is a danger of teachers introducing new letter/s-sound correspondences too quickly (either because they feel under pressure to move ahead too quickly or because they are not allowing sufficient time on the time-table to develop their phonics provision – 20 minutes a day is a misguided misunderstanding and is not adequate to cater for all the children’s needs). Provision which is too restrictive may result in missing out on individual pupil practice at word level (for all the phonics skills) and the ‘apply and extend’ at sentence/text level. This means that in reality some teachers’ ‘Teaching and Learning Cycle’ is in danger of being very limited – not sufficiently embedding alphabetic code knowledge and applying and extending the range of phonics skills – reading, writing, spelling – whilst also enriching vocabulary and developing language comprehension. There is a complete ‘Teaching and Learning Cycle’ described in the Floppy’s Phonics Handbooks – please ensure you complete the full cycle routinely with the ‘two-session approach’ whether or not you achieve this in one day or across two days. This may vary from time to time as you use your professional discretion according to your own children’s progress. Of course some children will need more time and repetition than others – and plenty of repetition is built into the design of the Floppy’s Phonics resources and the guidance.
This document may be useful as a teacher’s check list and to support phonics/literacy coordinators in reviewing their school’s basic literacy provision.
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.
These are easy-to-use posters to achieve the same phonics routines across the school – also suitable for sharing with parents.
This shows how very easy it is to teach the alphabetic code ‘incidentally’ in any word for wider reading across the curriculum.
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).
This paper describes the usefulness of Alphabetic Code Charts and the rationale for the Two-Pronged Approach.
This paper might be helpful for teaching assistants new to the teaching profession and for informing parents.
This paper addresses some commonly-held misunderstandings about the Year One phonics screening check.
Right from Reception children can be made more aware about the notion of different letter styles or ‘fonts’ with some specific activities (see the final page for suggestions).
This paper includes some practical suggestions for ‘above and beyond’ the systematic teaching.
Testimonial from Sam Bailey in 2013:
"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!"
Update to Debbie from Sam 2014:
"Our first Floppy's Phonics cohort (Reception 2011) are due to graduate from Y2 this summer - 98% are L2+ in Reading, and 40% L3+.
Our previous baseline, you may remember, was 50% L2+ and less than 10% L3.
Our 2014 Y1 phonics results are 98%! Amazing!
This stuff seriously WORKS - but then you know that!"
Sam Bailey, Headteacher, Cookridge Primary School, Leeds
We look forward to hearing more from Sam in the future as she has now taken up a headship in another school…
"Written by phonics expert Debbie Hepplewhite, this is a complete, stand-alone early years programme, and the best I’ve seen on the market by a country mile. Outstanding. In a word, that’s what the new Oxford Reading Tree Floppy’s Phonics Sounds and Letters resource is. The resources are rich in variety and oozing with class. This must be what a Rolls Royce feels like to drive. The luxury end of the market normally has a high price tag but the Oxford Reading Tree resources are decently priced and well within budget and you can mix and match as needed. It’s not a bad time to be an early years learner or teacher. Highly recommended."
To read the full review, click HERE