At school we are using the Floppy’s Phonics Sounds and Letters teaching programme, which is a step-by-step phonics programme, to introduce children to the letters and sounds (the alphabetic code) that are the foundation of all reading and writing.
To reinforce the teaching in school, your child may bring home some books to share with you. These may be:
- Floppy’s Phonics Sounds and Letters Books, to practise the sounds and letters taught at school
- Floppy’s Phonics Fiction and Non-fiction to practise reading stories and different text types
- Biff, Chip and Kipper Stories, for language development and enrichment.
All the books have notes on the inside cover to guide you on how best to use them with your child.
We may also send home Grapheme and Picture Tiles, Activity Sheets and Say the Sounds Posters for your child to practise phonics at home. Any of these simple resources will come with full instructions, and your child’s teacher will be able to answer any questions you have.
Please contact your child’s teacher with any questions or you may also like to visit www.oxfordowl.co.uk for further information about phonics and helping your child to read at home, and for free resources and eBooks.
Should you wish to buy any extra books to support your child, you could try the Read with Biff, Chip and Kipper series, which has been specially developed to support learning to read at home. This series supports the programme we are using in school.
Letters and Sounds
Each section of Phonics is broken up into five phases and different phases are taught in particular year groups:
Reception – Phases 1, 2, 3 and 4
Year 1 – Consolidating Phase 4 and moving on to Phase 5 with some spelling patterns. In the Summer Term of Year 1 children are given a National Phonics Screening Check to test their reading skills.
Year 2 – Consolidating Phase 5 and spelling patterns.
Information about the Phases of Phonics
Phase 1 – Children explore and experiment with sounds, differentiate between sounds and become familiar with rhyme, rhythm and alliteration.
Phase 2 – To introduce grapheme/phoneme (letter/sound) correspondence.
Children know that words are constructed from phonemes and that phonemes are represented by graphemes. They have knowledge of a small selection of common consonants and vowels (which usually begin with s, a, t, p, i, n) and begin to put them together to read and spell CVC words.
Phase 3 – To teach children one grapheme for each of the 44 phonemes in order to read and spell simple regular words.
Children link sounds to letters, naming and sounding the letters of the alphabet. They hear and say the sounds in the order they occur in the word and read simple words by blending the phonemes from left to right. They recognise common digraphs (e.g. th) and read some high frequency words.
Phase 4 – To teach children to read and spell words containing adjacent consonants.
Children will be able to blend and segment adjacent consonants in words and apply this skill when reading and spelling.
Children will move from CVC words (pot, sheep) to CVCC words (pots) and CCVC (spot) and then CCVCC words (spots).
Phase 5 – Teaching children to recognise and use alternative ways of pronouncing the graphemes and spelling the phonemes already taught.
Children will use alternative ways of pronouncing the graphemes (e.g. the ‘c’ in coat and city).
They will recognise an increasing number of high frequency words automatically. Knowledge and skills of phonics will be the prime approach to reading and spelling.