Download Our Phonics Booklet

Letters
Sing nursery rhymes and action rhymes e.g. Incy Wincy
Spider
Use magnetic letters to build words
Share stories
and
Sounds
Say a letter and your child has a go at writing that
letter
Find real objects around your home that have three
phonemes (sounds) and practise ‘sound talking’ e.g p-eg, c-u-p, s-o-ck
Play Alphabet games and puzzles
Make a collection of things beginning with the same
sound
The internet is also a useful resource for phonic games
and activities
Rawthorpe St James I & N School
Netherhall Learning Campus
Phase 1
Ideas to do at home
Play games such as I Spy
Listening to and becoming aware of rhymes and
alliteration (words that start with the same sound)
e.g. Billy bought baked beans
Listening to stories
+ c - can, cot, cop, cap, cat, cod
Listening for sounds and becoming aware of them in the
environment
+ k - kid, kit, Kim, Ken
Phase 2
In phase 2, children are taught 23 sounds (phonemes):
s
a
t
g
o
c
h
b
p
f
i
n
k
ck
e
ff
l
ll
m
u
d
r
ss
They are also taught to read 5 tricky words:
the
to
I
no
go
During this phase children should start to sound out
and blend cvc (consonant, vowel, consonant) words e.g.
when you sound out c-a-t, they can tell you the word is
cat. (Sound talking)
They should also be able to hear sounds in cvc words
e.g. when you say mum, they can pick out the sounds
(segment) m-u-m. This helps with spelling.
These words can be used to help children with oral blending
(sound talking) and segmenting.
s,a,t,p -
at, sat, pat, tap, sap, as
+ i - it, is, sit, sat, pit, tip, pip, sip
+ ck - kick, sock, sack, dock, pick, sick, pack, ticket,
pocket
+ e - get, pet, ten, net, pen, peg, met, men, neck
+ u - up, mum, run, mug, cup, sun, tuck, mud, sunset
+ r - rim, rip, ram, rat, rag, rug, rot, rocket, carrot
+ h - had, him, his, hot, hut, hop, hum, hit, hat, has, hack
+ b - but, big, back, bet, bad, bag, bed, bud, beg, bug, bun
+ f, ff - of, if, off, fit, fin, fun, fig, fog, puff, huff,
cuff, fan, fat
+ l, ll - lap, let, leg, lot, lit, bell, fill, doll, tell,
sell, Bill, Nell, laptop
+ ss - hiss, mass, mess, boss, fuss, hiss, kiss
Phase 3
In Phase 3 children learn 25 more sounds and diagraphs
(two or more letters together that make a single
sound):
j
v
w
th
ng
ai
or
ur
ow
x
y
z,
zz
qu
ee
igh
oa
oo
ar
oi
ear
air
ure
ch
sh
er
+ n - an, in, nip, pan, pin, tin, tan, nap
+ m - am, man, mam, mat, map, Pam, Tim, Sam
+ d - dad, sad, dim, dip, din, did, Sid, and
+ g - tag, gag, gig, gap, nag, sag, gas, pig, dig
+ o - got, on, not, pot, top, dog, pop, God, Mog
There are 12 more tricky words to read:
he she we me be was my you her they all are
and they should also be able to spell the 5 tricky
words
from phase 2.
or
ure
for
sure
born
pure
cork
cure
worn
These words can be used to help children with oral
blending (sound talking) and segmenting.
j -
jam, Jill, jet, jog, Jack, Jen, jacket, jet-lag
Children will also begin to learn the letter names and
to write them correctly and will read and write words
in phrases and sentences.
v - van, vat, vet, Vic, Ravi, Kevin, visit, velvet
w - will, win, wag, web, wig, wax, cobweb, wicked
x - mix, fix, box, tax, six, taxi, vixen,
Phase 4
ch
sh
th
ng
ai
ee
igh
oa
oi
oo
ow
ar
air
ear
er
ur
chip
shop
thin
then
ring
rain
feet
night
boat
coin
boot
look
cow
farm
fair
dear
corner
hurt
chin
ship
thick
that
bang
sail
week
sigh
coal
foil
tool
good
owl
car
chair
fear
germ
curl
rich
fish
moth
this
song
bait
deep
fight
loaf
join
hoof
wool
town
jar
hair
near
perm
surf
such
wish
king
gain
heel
light
soap
soil
zoom
cook
how
park
pair
hear
term
turn
Children learn to read 14 more tricky words:
some
when
what
come
have
one
said
there
out
do
so
like
were
little
and spell the 12 tricky words from Phase 3.
Children will also learn to read and spell CVCC
(consonant,
vowel, consonant, consonant) words such as tent, paint,
shelf
using phoneme frames.
grab, drop
ccv, ccvc
trail, train,
Sometimes we use sound buttons to make it clearer.
green, flair, clear, speech, fresh,
steep, cream, swing, thrill, tree,
(phase 3)
clown, droop,
spoon, star
ccvcc words
trust,
These words are made up from the letters taught and can
be blended for reading and segmented for spelling.
cvcc
went, best, fond, tilt, gust, help,
lift, hand, just,
(phase 2)
lost, next, tent, tuft, milk, belt,
damp, golf
cvcc
joint, theft,
(phase 3)
champ, shift, chest, shelf, tenth,
boost, Welsh, thump, chimp, paint,
stand, crust, crisp, tramp, trend, grunt,
crept, spend, drift, glint, slept,
crunch, drench
cccvc words
cccvcc
spring, strap, string, scrap, street
scrunch
Phase 5
In Phase 5, children learn 19 new graphemes.
ay
ou
ue
aw
a_e
e_e
ie
wh
ea
ph
oy
ew
oe
ir
au
ey
bench, roast
i_e
o_e
u_e
cvcc (polysyllabic) helpdesk, shampoo, sandpit, giftbox,
windmill,
shelter, softest, lunchbox, pondweed,
sandwich,
desktop, shelving, helper,
Manchester, handstand
ccv, ccvc
frog, sniff,
(phase 2)
trip, clap,
from, grip, stop, glad, spot, twin,
step, plum, plan, gran, speck, swim,
They also learn one new phoneme (sound)
zh
- Found in words like treasure, measure, vision.
A further 25 tricky words are added:
oh their people Mr Mrs looked called asked
water where who again thought through work
mouse many laughed once friends eyes any
different because please
ey
and children should now be able to spell the Phase 4
tricky
words.
Paul, haul, launch, haunted, August,
author, automatic
money, honey, donkey, jockey, turkey,
valley, monkey
au
Phase 5 cont
Children will also learn split diagraphs.
This is when the 2 letters in a diagraph such as ‘oe’
have been
split up by the final sound in the word.
Here are some examples of words that can be used to practise
‘sound talking’ and segmenting
ay
ou
ie
ea
oy
ir
ue
aw
wh
ph
ew
oe
day, play, may, say, stray, clay, spray,
tray, crayon
out, about, cloud, scout, found, proud,
sprout, sound
pie, lie, tie, die, cried, tried, spied,
fried, replied
sea, seat, bead, read, meat, treat, heap,
least, steamy
boy, toy, joy, oyster, Roy, destroy, Floyd,
enjoy, royal
girl, sir, bird, shirt, skirt, birth,
third, first, thirteen
clue, blue, glue, true, Sue, rue, flue,
issue, tissue
saw, paw, raw, claw, jaw, lawn, yawn, law,
shawl
when, what, which, whistle, whenever,
wheel, whisper
Philip, Philippa, phonics, dolphin,
prophet, elephant
blew, chew, grew, drew, screw, crew, flew,
threw, new
toe, doe, foe, woe, Joe, goes, tomatoes,
heroes
For example in the word ‘home’, the ‘m’ has split up
the oe
digraph so it is known as a split digraph, o__e.
a_e
e_e
scene
came, made, make, take, game, race, same, snake
these, Pete, Eve, Steve, even, theme, gene,
i_e
like, time, pine, ripe, shine, slide, prize,
nice, invite
o_e
bone, home, alone, those, stone, woke, note,
explode
u_e
june, huge, cube, tube, use, computer
Children will also learn alternative pronunciations for
some phonemes that they have already learned.
Eg: i as in tin, and i as in find.
During Phase 6 children are introduced to the past
tense. This is first done orally along with time
related words to develop understanding e.g.
Today I will bake a cake. Yesterday I baked a cake.
Here are some common alternative pronunciations:
i
o
c
g
ow
ie
ea
er
a
y
ch
ou
fin, find
hot, cold
cat, cent
got, giant
cow, blow
tie, field
eat, bread
farmer, her
hat, what
yes, by, very
chin, school, chef
out, shoulder, could, you
Today I will play on my X box. Last week I played on my
X box.
They are then introduced to the suffix (letters added
to the end of a word) - ed (wanted, skipped, jumped,
trained, shouted yelled, saved)
They are also taught some basic rules for adding a
suffix to the end of a word
These are some of the common suffixes introduced in
Phase Six.
s,
es
ed,
ful
er
est
ly
ment
ness
ing
y
s and es: added to nouns and verbs, as in hats,
runs, brushes, watches;
ed and ing: added to verbs, as in hopped,
hopping, hoped, hoping;
ful: added to nouns, as in careful, painful,
playful, cheerful, hopeful;
er: added to verbs to denote the person doing the
action (runner, reader, writer, teacher, worker)
and to adjectives to give the comparative form,
as in, bigger, faster, taller, wider.
est: added to adjectives, as in biggest, highest,
happiest, tallest;
Phase 6
ly: added to adjectives to form adverbs, as in
sadly, happily, brightly, quickly
ment: added to verbs to form nouns, as in
payment,
advertisement, development;
ness: added to adjectives to form nouns, as in
darkness, happiness, sadness, gladness
y: added to nouns to form adjectives, as in
funny, smoky, sandy.
Children are also taught a range of strategies to help
with reading and writing.
1. Syllables - To learn a word I can listen to how many
syllables there are so I can break it into smaller
bits to remember (e.g. Sep-tem-ber, ba-by)
2. Base words - To learn a word I can find its base
word (e.g. Smiling - base smile +ing)
3. Analogy - To learn a word I can use words that I
already know to help me (e.g. could: would, should)
4. Mnemonics - To learn a word I can make up a sentence
to help me remember it (e.g. could - O U Lucky Duck;
people - people eat orange peel like elephants)