1. Communication, Language and Literacy
Phonics
Communication, Language and Literacy

2. Phonics is... Knowledge of the alphabetic code
Skills of segmentation and blending

3. Enunciation Phoneme – smallest unit of sound in a word.
Grapheme – a letter or sequence of letters that represents a phoneme.

4. Pronouncing Phonemes 1. f l m n r s sh v th z (continuous phonemes)
2. e p t ch h (unvoiced)
3. b d g w qu y j (voiced)
Video showing pronunciation of sounds

5. The 44 phonemes /b/ /d/ /f/ /g/ /h/ /j/ /k/ /l/ /m/ /n/ /ng/ /p/ /r/
/v/
/w/
/y/
/z/
/th/
/ch/
/sh/
/zh/
/a/
/e/
/i/
/o/
/u/
/ae/
/ee/
/ie/
/oe/
/ue/
/oo/
/ar/
/ur/
/au/
/er/
/ow/
/oi/
/air/
/ear/
/ure/

6. BLENDING
Recognising the letter sounds in a written word, for example
c-u-p
and 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 out
The opposite of blending
Use 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, etc
The same phoneme can be represented/ spelled in more than one way e.g. rain, may, lake
The same spelling may represent more than one sound e.g. mean, deaf

9. Phase 1 Letters and Sounds
Environmental sounds
Instrumental sounds
Body percussion
Rhythm and Rhyme
Alliteration
Voice sounds
Oral 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 p
Set 2: i n m d
Set 3: g o c k
Set 4: ck e u r
Set 5: h b f ff l ll ss
Sounds 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 d
make as many CVC & CV words as you can.

12. Sound buttons
rain bright
witch laughter

13. Phase 3/Initial Code and the Extended Code
Letter progression and graphemes continued
Set 6: j v w x
Set 7: y z zz qu
Set 8: ch sh th ng
Teach: ai ee igh oa oo ar or ur ow oi ear air ure er

14. Tricky Words
Words that are not phonically decodeable
e.g. was, the, I
Some are ‘tricky’ to start with but will become decodeable once we have learned the harder phonemes
e.g. out, there,

15. Can you use the phoneme frame to work out how many sounds there are in these words?
pig p i g
church ch ur
boy
curl
thorn
chick
down
shirt

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.