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Transcript
Knowledge of the alphabetic code (the
sounds)
Skills of segmentation and blending
Phoneme – smallest unit of sound in a word.
Grapheme – a letter or sequence of letters that represents a phoneme.
Digraph – 2 letters making 1 sound (ai, ee, oa)
Trigraph – 3 letters making 1 sound (igh, air, ear)
Split digraph – where the 2 letters are not adjacent (i-e in the word fine)
Blending for reading – recognising letters sounds in a word and merging them to pronounce the word.
Segmentation for spelling – identifying the individual sounds in a spoken word and writing down letters for
each sound.

1. f l m n r s sh v th z (continuous phonemes)

2. e p t ch h (unvoiced)

3. b d g w qu y j (voiced)
•Sounds/phonemes are represented by letters
•A phoneme can be represented by one or more letters e.g. Sh,
th, ee, etc
•The same phoneme can be represented/ spelled in more than
one way e.g. rain, may, lake
•The same spelling may represent more than one sound e.g.
mean, deaf
•Split into 6 phases:
Phase 1 – Pre-school
Phase 2 -4 – Reception
Phase 5 – Year 1
Phase 6 – Year 2
Phase 1
•Environmental sounds
•Instrumental sounds
•Body percussion
•Rhythm and Rhyme
•Alliteration
•Voice sounds
•Oral blending and segmenting

Sounds are introduced in sets
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
This phase will involve learning this letter set and
blending and segmenting. Children begin to read
simple captions.

s a t p i n m d
make as many CVC & CV words as you can.
rain
witch
bright
laughter
 Letter
progression and graphemes continued
 Set
6: j v w x
 Set 7: y z zz qu
 Set 8: ch sh th ng
 Teach: ai ee igh oa oo ar or ur ow oi
ear air ure er
Children read and spell a range of words and learn over 25 new
sounds introduced 1 at time.
pig
church
boy
curl
thorn
chick
down
shirt
p
ch
i
ur
g
ch
No new sounds are taught.
 Children begin to read two-syllable words and
simple sentences.
 Children read and spell tricky words.
 Main aim is the consolidation of children’s
knowledge and to help them read and spell
words which have adjacent consonants, such
as trap, string and milk.





Children entering Phase Five will already be able to read and spell words with
adjacent consonants, such as trap, string and flask. They will also be able to
read and spell some polysyllabic words.
In Phase Five, children will learn more graphemes and phonemes. For example,
they already know ai as in rain, but now they will be introduced to ay as in day
and a-e as in make.
Alternative pronunciations for graphemes will also be introduced, e.g. ea in
tea, head and break.
When spelling words they will learn to choose the appropriate graphemes to
represent phonemes and begin to build word-specific knowledge of the
spellings of words.
ai
Rain
Paint
Stain
ay
Day
Stay
Lay
Tray
a_e
Cake
Snake
Mane
What patterns do you notice?
Where are the sounds in the word?
What grapheme would you choose to spell the word ‘bay’ and why?
The School Sale
It was the day of the school sale. Mum could not go as she had
a pain in her knee, so Gran said she would take Kate and Wayne.
They could not wait!
At the school gate, Gran paid 20p to get in. She did not have to
pay for Kate and Wayne – it was free for children!
As soon as they were through the gate, Gran gave Wayne and
Kate £1 each to spend, and told them not to go too far away.
The sun was shining. “It’s as hot as Spain!” said Gran. “I think I
need a cup of tea.”
At the tea stall, a lady put Gran’s tea on a tray, and Gran went to
find a place to sit in the shade. Meanwhile, Kate and Wayne went round the stalls. Kate
had her face painted like a rainbow and had a go on the “Name a Teddy”
stall. They both had a go on the “Pin the tail on the donkey”. It was quite safe – the
donkey was only made of paper! When the sale was nearly over, Kate and Wayne went back
and found Gran fast asleep under the tree. “What a shame,” said
Kate, “she’s missed all the fun!”






Children are taught to recognise phonics irregularities and
become more secure with letter common ways of writing
certain sounds.
Begin to use phonic skill to recognise and spell increasingly
complex words. There spelling will probably phonetic with
some irregularities. Spelling tends to lag behind reading.
Past tense is introduced. (eg, I looked.)
Investigate and learn suffixes (eg, ed, ing, er)
Taught spelling of long words.
Find and learn the difficult bit in words.




Children are grouped for daily phonics sessions of
around 20 minutes.
Children always work within the phase that is
appropriate to their learning.
Assessment is regular and groupings are fluid.
The Letters and Sounds progression of year groups
and phases may not go hand in hand, depending on
the progression of the children.
 Phonics
Play
 Oxford Owl
 School Website
 Reading and re-reading at
home!
Thank you for coming along
this evening. We hope you
found it useful.