Phonics Teaching in Reception

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1 Phonics Teaching in Reception C a - t A booklet for parents Help your child with phonics pg. 1

2 LETTERS AND SOUNDS We use a multisensory approach to teaching phonics in Reception. Children learn phonics by singing, moving, touching, painting and playing games as well as looking, listening and talking. Letters and Sounds is a systematic phonics programme for teaching phonic skills and outlines the order in which sounds should be introduced to young children. It is divided into Phases 1-6. Children will usually be working within Phase 3 by the end of their first year in school. The teaching of Letters and Sounds is supplemented with songs and actions from Jolly Phonics. pg. 2

3 Phase 1: Started in pre-school and continues through Phases1-6 The children take part in activities that will help them to listen attentively to sounds around them, such as the sounds of their toys, environmental sounds and musical sounds as well as sounds in spoken language. They will learn rhymes and talk about words that rhyme e.g. house and mouse. They will begin learning how to sound-talk e.g. d o g = dog. The separate sounds (phonemes) are spoken aloud, in order, all through the word, and are then merged together into the whole word. The merging together is called blending and is a vital skill for reading. Children will also learn to do this the other way around e.g. dog = d o - g. The whole word is spoken aloud and then broken up into its sounds (phonemes) in order, all through the word. This is called segmenting and is a vital skill for spelling. This is all oral (spoken). Your child will pg. 3

4 not be expected to match the letter to the sound at this stage. The emphasis is on helping children to hear the separate sounds in words and to create spoken sounds. Ways you can help your child at home Sound-talking Find real objects around your home that have three phonemes (sounds) and practise sound talk. First, ask your child to listen, then to join in, saying: I spy a m-u-g mug. Where s your other s-o-ck sock? Simon says put your hands on your n-e-ck Simon says pick up your b-oo-k. Phase 2: In this phase children will be taught the sounds (phonemes) for a number of letters (graphemes) in the order listed below in Sets 1-5. They are taught in this order to enable children to begin building short words, blending and segmenting sounds from the very start. Children will be encouraged to use the letters they have learned to blend sounds to read CVC (consonant, vowel, consonant) words e.g. tap, pg. 4

5 pin, rug etc and read and spell VC words, e.g. am, at, it Letter Progression: Set 1: s, a, t, p Set 2: i, n, m, d Set 3: g, o, c, k Set 4: ck (sick), e, u, r Set 5: h, b, f, ff (huff), l, ll( fall), ss (fuss) Tricky words They will also learn several tricky words: the, to, I, go, no. Ways you can help your child at home Check when the letters have been introduced in school by looking at the weekly sticker in your child s Learning Diary. Making short words together (blending) Use magnetic letters to make little words together, for example, it, up, am, and, top, dig, run, met, pick. As you select the letters, say them aloud: a-m am, m-e-t met. pg. 5

6 Breaking words up (segmenting) Now do it the other way around: read the word, break the word up and move the letters away, saying: met m-e-t. Phase 3: The purpose of this phase is to teach more graphemes, most of which are made of two letters, for example, oa as in boat. The children will practise blending and segmenting a wider set of CVC words, for example, fizz, chip, sheep, light. They will learn all letter names, begin to form letters correctly and read and write words in phrases and sentences. Letter Progression: Set 6: j, v, w, x Set 7: y, z, zz(fizz), qu (quack) Set 8: ch (chin), sh (ship), th,(them) ng (strong), Set 9: ai (rain), ee (feet), igh (night), oa (boat), oo (moon) Set 10: ar (car), or (short), ur (nurse), ow (clown), oi (boil) Set 11: ear(hear), air (hair), ure (sure), er (teacher) pg. 6

7 Tricky words The number of tricky words is growing. These are so important for reading and spelling: he, she, we, me, be, was, my, you, her, they, all Ways you can help your child at home Sing an alphabet song together. Continue to play with magnetic letters, using some of the two grapheme (letter) combinations: r-ai-n = rain blending for reading rain = r-ai-n segmenting for spelling b-oa-t = boat blending for reading boat = b-oa-t segmenting for spelling h-ur-t = hurt blending for reading hurt = h-ur-t segmenting for spelling Play Pairs, turning over two words at a time trying to find a matching pair. This is especially helpful with the tricky words: the the, to to, no no, go go, I I pg. 7

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