Welcome

• Reading together

• Effective and confident readers

• knowledge of phonics (letter sounds)

• Reception and Keystage 1 classes

• Systematic, Synthetic

• Letters & Sounds

• Six phases.

• Bug Club

Phase One

• Phase One of Letters and Sounds concentrates on developing children's speaking and listening skills and lays the foundations for the phonic work which starts in Phase 2. The emphasis during Phase 1 is to get children attuned to the sounds around them and ready to begin developing oral blending and segmenting skills.

Stages of phonological awareness: SEVEN ASPECTS –

• Environmental sound • Instrumental sounds • Body percussion • Rhythm and rhyme • Alliteration • Voice sounds • Oral blending and segmenting

https://phonicbooks.wordpress.com/.../how-to-say-the-sounds-of-letters-i.

www.ruthmiskin.com/en/resources/sound-pronunciation-guide/

www.youtube.com/watch?v=BqhXUW_v-1s

Articulation of Phonemes

A letter consists of; a sound, a shape and it has a capital form and a

lower case form. a

Only use capital letters for names, and when children are ready at the beginning of sentences.

Use lower case letters for all writing.

The letter sound is the first thing that children need to recognise.

Phase Two

• 19 GPC’S (grapheme/phoneme correspondence) • Oral blending and segmentation • Blending and segmenting with letters. • Read some VC and CVC words and to spell them (end of the phase). • Reading two-syllable words and simple captions. • High-frequency common exception ‘tricky’ words: the, to, go, no.

i t a t h a t p o p

vowel, consonant (vc) consonant, vowel, consonant (cvc) Set 1: s, a, t, p Set 2: i, n, m, d Set 3: g, o, c, k Set 4: ck, e, u, r

Set 5: h, b, f, ff, l, ll, ss

Phase Three

• 25 graphemes, most of them comprising two letters (e.g. oa) • Each phonemes represented by a grapheme (the additional phoneme

/zh/ found in the word vision will be taught at Phase Five). • Continue to practise CVC blending and segmentation. • Apply their knowledge of blending and segmenting to reading and

spelling simple two-syllable words and captions. • Letter names. • Learn to read some more words. • Begin to spell some of these words. sh i p

• Set 6: j, v, w, x c ar r p ar k • Set 7: y, z, zz, qu • Consonant digraphs: ch, sh, th, ng • Vowel digraphs: ai, ee, igh, oa, oo, ar, or, ur, ow, oi, ear, air, ure, er

Phase Four

• Consolidation phase.

• Able to represent each of 42

phonemes by a grapheme.

• Able to blend phonemes to read

cvc words and segment cvc words for spelling.

• Reading simple two-syllable

words and captions.

• Know letter names.

• Read and spell some common exception

‘tricky’ words.

Phase Five

• Broaden their knowledge of graphemes and phonemes for use in reading and spelling.

• New graphemes

• Alternative pronunciations for these and graphemes they already know.

• Recognising graphemes of more than one letter in words and at blending the phonemes they represent.

• Choose the appropriate graphemes to represent phonemes and begin to build word-specific knowledge of the spellings of words.

Phase Six

Know most of the common grapheme– phoneme correspondences (GPCs).

Read hundreds of words, doing this in three ways:

• reading the words automatically if they are very familiar;

• decoding them quickly and silently because their sounding and blending routine is now well established;

• decoding them aloud.

Children’s spelling should be phonemically accurate, although it may still be a

little unconventional at times.

• The suffixes –ment, -ness and –less e.g. enjoyment, sadness, hopeless.

• Contractions e.g. can’t, didn’t, hasn’t.

Useful Websites

www.busythings.co.uk

www.phonicsplay.co.uk

www.educationcity.com www.bbc.co.uk/cbeebies

www.jollylearning.co.uk/overview-about-jolly-phonics

www.bbc.co.uk/bitesize/ks1/literacy/phonics