Phonics

Phonics

Support children using initial letter sounds, blending and segmenting where appropriate within a meaningful context.
Provide opportunities for children to listen and contribute to rhymes and poems, exploring words and meaning. We use the Letters and Sounds approach in story sessions, alongside Ruth Miskin Read Write Inc resources to develop a consistent approach to teaching letters and sounds.

Phase 1 Letters and Sounds
Phase 1 supports children’s developing speaking and listening skills and linking of sounds and letters. Activities are divided into seven groups:

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

Children should be encouraged to enjoy books from as early an age as possible. However, the focus of this phase is on listening to and repeating sounds, rather than on directly reading words.

Phase 2 Letters and Sounds
Phase 2 introduces simple letter-sound correspondences. As each set of letters is introduced, children are encouraged to use their new knowledge to sound out and blend words. For example, they will learn to blend the sounds s–a–t to make the word sat.

Set 1:
s, a, t, p
at, a, sat, pat, tap, sap, as
Set 2:
i – it, is, sit, pit, tip
n – an, in, nip, pan, nap
m – am, man, mat, map, Tim
d – dad, and, sad, dim, Sid
Set 3:
g – tag, gag, sag, gas, pig
o – got, on, not, top, dog
c – can, cot, cop, cap, cod
k – kid, kit, Kim, Ken
Set 4:
ck – kick, sack, dock, sick, pocket
e – get, pet, ten, net, pen
u – up, mum, run, mug, cup
r – rip, ram, rat, rocket, carrot
Set 5:
h – had, him, his, hot, hut
b – but, big, back, bed, bus
f, ff – of, if, off, fit, fog, puff
l, ll – let, leg, lot, bell, doll
ss – less, hiss, mass, mess, boss
Phase 2 tricky words:
the, to, no, go, I, into

Phase 1 Letters and Sounds

Aspect 1: General Sound Discrimination - Environmental Sounds
Drum Outdoors