6BLENDINGRecognising 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
7SEGMENTING‘Chopping Up’ the word to spell it outThe opposite of blendingUse your ‘ROBOT ARMS’
8Key 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
9Phase 1 Letters and Sounds Environmental soundsInstrumental soundsBody percussionRhythm and RhymeAlliterationVoice soundsOral blending and segmenting
10Phase 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
11Activity: 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.
13Phase 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
14Tricky 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,
15Can you use the phoneme frame to work out how many sounds there are in these words? pigpigchurchchurboycurlthornchickdownshirt
16Later we will get an opportunity to visit the Reception classrooms to look at the resources we use at school. Here are some useful websites:
17And 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.