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

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. Decodable reading practice throughout teaching resources andaligned decodable readers from Floppy’s Phonics Fiction and Traditional Tales. 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.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. Builds up knowledge of spelling word banks over time where words are spelt with the same letter/s-sound correspondences

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. These are easy-to-use posters to achieve the same phonics routines across the school – also suitable for sharing with parents. 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’ 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.Includes the characters of Floppy the dog, Biff, Chip and Kipper and their family and friends, with hundreds of colour pictures to engage children fully for the phonics teaching & learning, vocabulary enrichment and language comprehension

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. 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.” 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.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: 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. 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. 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).

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 4: Becoming a Fluent Reader – Children learn new sounds including ai, ee, igh, oa, oo, ar, or, ur, ow, oi, ear, air, ure, er. 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 guidance document describes the importance of setting up, maintaining and sharing a ‘phonics folder’ for every learner. 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.