6 BLENDINGRecognising the letter sounds in a written word, for examplec-u-pand merging or ‘blending’ them in the order in which they are written to pronounce the word ‘cup
7 SEGMENTING‘Chopping Up’ the word to spell it outThe opposite of blendingUse your ‘ROBOT ARMS’
8 Key Principles Sounds/phonemes are represented by letters A phoneme can be represented by one or more letters e.g. Sh, th, ee, etcThe same phoneme can be represented/ spelled in more than one way e.g. rain, may, lakeThe same spelling may represent more than one sound e.g. mean, deaf
9 Phase 1 Letters and Sounds Environmental soundsInstrumental soundsBody percussionRhythm and RhymeAlliterationVoice soundsOral blending and segmenting
10 Phase 2/Letters and Sounds Sounds are introduced in sets/ We use Jolly Phonics and Sounds Write.Set 1: s a t pSet 2: i n m dSet 3: g o c kSet 4: ck e u rSet 5: h b f ff l ll ssSounds Write – a i m s t n o p b c g h d f v e l r u j w z x y ff ll ss – Extended code ai ee
11 Activity: How many words can you make? With word cards:s a t p i n m dmake as many CVC & CV words as you can.
13 Phase 3/Initial Code and the Extended Code Letter progression and graphemes continuedSet 6: j v w xSet 7: y z zz quSet 8: ch sh th ngTeach: ai ee igh oa oo ar or ur ow oi ear air ure er
14 Tricky WordsWords that are not phonically decodeablee.g. was, the, ISome are ‘tricky’ to start with but will become decodeable once we have learned the harder phonemese.g. out, there,
15 Can you use the phoneme frame to work out how many sounds there are in these words? pigpigchurchchurboycurlthornchickdownshirt
16 Later we will get an opportunity to visit the Reception classrooms to look at the resources we use at school. Here are some useful websites:
17 And now you have the knowledge… Play lots of sound and listening games with your child.Read as much as possible to and with your child.Encourage and praise – get them to have a ‘good guess’.Ask your child’s teacher if you want to know more.