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

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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.

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. 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. 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. Stage 3: Building Confidence – Children learn new sounds including j, v, w, x, y, z, zz, qu, ch, sh, th.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. Oxford Reading Tree Floppy’s Phonics ‘Teaching Sequence’ – An overview of the programme for leaders and teachers A systematic and structured approach with built-in consolidation and revision to ensure every child succeeds

Builds up knowledge of spelling word banks over time where words are spelt with the same letter/s-sound correspondences 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 paper might be helpful for teaching assistants new to the teaching profession and for informing parents. The Floppy’s Phonics programme teaches the letter/s-sound correspondences of the English alphabetic code explicitly and comprehensively for reading, spelling and handwriting: 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 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 content of the interactive CD-ROMs has been moved to a digital subscription platform for necessary technological reasons. A huge advantage of this change is that parents and carers can now be provided with free access to the interactive platform via their children’s schools. This amounts to providing ‘home’ with exceptional audio-visual ‘interactive’ content which helps in developing language comprehension along with the phonics content for reading, spelling and writing.

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.” 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.

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Rigorous teaching sequence ensuring the phonics teaching & learning is straightforward, effective and allows for differentiation in simple, but effective, ways Features the much-loved recurring characters of Biff, Chip and Kipper to engage children from the outset Closely-matched, Floppy's Phonics Decoding Practiceoffers targeted reading practice at each stage of teaching This guidance document describes the importance of setting up, maintaining and sharing a ‘phonics folder’ for every learner.