1. Letters and Sounds Phase 0ne

2. Phase One aspects Environmental sounds Instrumental sounds
Body percussion
Rhythm and rhyme
Alliteration
Voice sounds
Oral blending and segmenting
7 ASPECTS

3. Oral blending and segmenting
Adult begins to model oral blending e.g. get your h-a-t
This is called sound talking.
I spy
Spell out the word eg p-e-g child who has that object can cross the river

4. Phase One was designed to help children to:
Listen attentively
Enlarge vocabulary
Speak confidently
Discriminate phonemes
Phase 1 continues to be taught throughout Reception and Key Stage 1.
All 7 aspects were designed with the intention of teaching children important basic elements of the letters and sounds program, such as oral segmenting and blending. Although phase one concentrates largely on CLL it also draws on the other areas of the EYFS and provides lots of opportunities to enrich language within the 6 areas

5. Phonics Phase 2 and 3 Reception

6. We all need to use the same language at home and at school.
Phonemes
Pronouncing the phonemes correctly is very important.
eg the letter s is pronounced sssss and not suh.
We all need to use the same language at home and at school.

7. Phase 2 The most common sounds are taught during this stage.
We teach the children to say each word they wish to write twice and then count the sounds in the words. (Each sound is one mouth movement)
Shop ‘sound talked’ sh o p not s h o p
Understand that words are constructed from phonemes and that phonemes are represented by graphemes.

8. Next steps … Children then begin to blend for reading.
Starting with simple VC (vowel consonant) words e.g at, it, is
Then to CVC (consonant vowel consonant) words. E.g dog, cat, man, sock

9. Phase 3 phonemes

10. TRICKY WORDS
Words that are not phonetically decodable e.g. was, the, I.
These are sent home as key words for the children to learn by sight. Learning words by sight also helps them develop into fluent readers.
Some are ‘tricky’ to start with but will become decodable once we have learned the harder phonemes.
e.g. out, there.

11. Phase 4
In Phase 4, no new graphemes are introduced. The main aim of this phase is to consolidate the children's knowledge and to help them learn to read and spell words which have adjacent consonants, such as trap, string and milk.
Phase 4 is generally started at the beginning of Year 1, but may sometimes be covered at the end of YR then recapped at the start of Y1.

12. Phase 5
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.
Split vowel diagraphs a-e e-e i-e o-e and u-e The e is holding hands with the vowel to make the sound become its name.
Alternative pronunciations for graphemes will also be introduced, e.g. ea in tea, head and break.
Phase 5 is a long unit, taught throughout Year 1.

13. Phase 5 Sounds

14. Word sort games y for ‘ee’ y for ‘igh’ y for ‘y’ y for ‘i’ plenty
family
puppy
simply my
why
satisfy
yes
yet
synthetic