Menu

Interactive Bar

Google Services

Twitter

Search

Search

Translate

Translate
Home Page

EYFS & Key Stage 1

Phonics

Word recognition and understanding is essential to enable children to become skilled fluent readers and in  Reception and Key Stage 1 great emphasis is placed on phonetical teaching and learning. These early years are crucial to establish the foundations for fluent reading, understanding and a love of literature.

 

In the Reception year, the children are introduced to phonics and then progress through each phase during Key Stage 1 and sometimes early Key Stage 2. We follow Letters and Sounds Programme and Jolly Phonics. The initial phonics programme teaches children each phoneme (sound) together with a song and an action to encourage memory skills. Children are then taught to blend sounds and digraphs are introduced. Using . their knowledge learned in phonic sessions, children begin to decode words (read simple cvc words e.g. cat, fish). Building on this, more complex sounds and words are introduced. We use a variety of teaching technqiues and resources in our daily phonic sessions to make them fun, practical and exciting.

Glossary of key words used in phonics

 

CVC Consonant-Vowel-Consonant words e.g. cat, pin
CVCC/ CCVC

Consonant-vowel-consonant-consonant words e.g milk, belt

Consonant-consonant-vowel-consonant words e.g clap, from

grapheme a visual representation of a sound this can be a single letter or a group of letters.
digraph 2 letters making 1 sound e.g. ai, sh
trigraph 3 letters making 1 sound e.g. igh, air
split digraph when the digraph has been separated by other letters e.g. name
blending Blending is the skill of joining sounds together to read words. We teach the children to say the sounds and blend them together.
segmenting This is the opposite to blending. The children will say the individual sounds in a word to spell it.
sound buttons

We represent a single sound with a dot underneath and a digraph/ trigraph is represented with a line. e.g.  cat      tree

                        . . .       . . _

 

Top