Foundation Stage 2 Phonics
In school, we follow the Letters and Sounds programme. Letters and Sounds is a phonics resource published by the Department for Education and Skills which consists of six phases.
Grapheme: a letter or a number of letters that represent a sound
Phoneme: the smallest unit of sound that you can hear within a word; the word phoneme refers to the sound, not the letter(s) which represent the sound in writing.
Digraph (2 letters that make one sound)
Trigraph (three letters that make one sound - such as ‘igh’ or ‘ear’)
Phase 1 phonics.
There are 7 aspects with 3 strands.
A1 – Environmental
A2 – Instrumental sounds
A3 – Body Percussion
A4 – Rhythm and rhyme
A5 – Alliteration
A6 – Voice sounds
A7 – Oral blending and segmenting.
Phase 2 phonics.
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
Phase 2 tricky words: I no go the to into
Phase 3 phonics.
Set 6: j, v, w, x
Set 7: y, z, zz, qu
Consonant digraphs: ch, sh, th, ng
Vowel digraphs: ai, ee, igh, oa, oo, ar, or, ur, ow, oi, ear, air, ure, er
Phase 3 tricky words: me we he she be was you they all are my her
Phase 4 phonics.
This phase consolidates all the children have learnt in the previous phases.
Phase 4 tricky words: said have like so do some come were there little one when our what
Phase 5 phonics.
Children will be taught new graphemes and alternative pronunciations for these graphemes.
Vowel digraphs: wh, ph, ay, ou, ie, ea, oy, ir, ue, aw, ew, oe, au
Split digraphs: a_e, e_e, i_e, o_e, u_e
Phase 6 phonics.
The focus is on learning spelling rules for suffixes.
-s -es -ing -ed -er -est -y -en -ful -ly -ment -ness
Breaking down words for spelling.
cat c - a - t queen qu - ee - n
Blending the sounds back together
qu - ee - n queen
These are words that children cannot decode and therefore need to learn to read by sight. Children also need to be able to spell these words.
How to help at home
Stick each word on a post it note and frequently ask your child to read the word as they pass that word stuck on a door or mirror somewhere in the house.
Let your child practise reading the tricky words on bookmarks before reading their reading book.
I no go the to into
me we he she be was you they all are my her
said have like so do some come were there little one when our what
High Frequency Words (for children to be able to read and spell)
Phase 2 Phase 3 Phase 4 Phase 5
a will went don’t
an that it’s old
as this from I’m
at then children by
if them just time
in with help house
is see about
it for your
of now day
off down made
on look came
can too make
www.letters-and-sounds.com (phase 2 and phase 3 games)
Please click on the following links to see more information about letter formation and Jolly Phonics.
Please click here to see how letters and sounds are introduced in the early stages of reading
We aim to develop a love of books so that our children want to read for pleasure and to gain knowledge and understanding. We aim that our children learn to read with independence, fluently and with expression.
We aim to produce writers, who can write for different purposes, in a clear, legible hand, using standard English, punctuation and spelling.
We aim that our children can express themselves orally to a range of audiences and can listen and respond to the views of others.
We aim that our children can appreciate literature; we introduce them to a variety of authors and reading material.
The school follows a carefully levelled range of books designed to meet the needs of the children as individuals and the requirements of the National Literacy Strategy. Our children choose their own reading books from the appropriate level.
At Guiseley Primary School we believe reading to be fundamental to your child's learning. Our aim is that every child, on leaving, can read for enjoyment and educational value. We ask that parents plan an active part in supporting their child's reading skills. Please encourage your child to practise their books daily at home, as directed by the teacher.
Book bags are for sale at the school office.
What else can you do to help your child?
Sharing a book with your child is a valuable experience so make sure that you:
are both comfortable
are sitting so that you can both see the pages of the book
let your child choose the book
make use of the school and public library
Showing how much enjoyment can be gained from reading is very important for your child. Parents are welcome to come into the school to help with reading. Please ask your child’s teacher or Mrs Floyd, our reading specialist, if you would like additional advice, or would like to be more involved.
Many of our children exceed the nationally expected levels in reading at the end of each year group at Guiseley Infant and Nursery School; though some of our children may not quite achieve these levels.
For your information please click on each short clip which shows a typical example of the level of reading expected at the end of each year, from F2 to year 2. Note that the reading sounds confident and is independent.
Level 6 is expected by the end of F2 (Reception)
Level 18 is expected by the end of year 1
Level 21 is expected by the end of year 2
One parent's view on the ECaR Reading Scheme:
The ECaR Reading Scheme was offered to our daughter at the beginning of Year 1. I hadn't heard of the scheme until I had a meeting with Mrs Floyd. Mrs Floyd explained Evie would benefit from the 12 to 20 week scheme. She would read with Mrs Floyd on a one to one basis for half an hour each day. One hour a week would be before school with me or my husband to observe the techniques used to help Evie at home. We also needed to commit to reading with Evie every day.
My initial reaction was to be upset that my daughter had been struggling to understand how to read with the rest of her peers. Evie is a clever girl and she was bright enough to know she wasn't able to read like her friends. She developed many techniques to distract everyone around her from the real problem.
I then felt relief that the real issue had been identified and the school was offering Evie the help and support she needed. However it felt like a lot of time spent out of the classroom. My husband and I were concerned about this, but once we had talked it through we decided if she was having difficulties reading, then the rest of the curriculum wasn't going to make much sense. Our decision was Evie would start the scheme and we would see what progress she made.
The effect of the reading scheme on Evie's confidence and self esteem was almost instant. She went from not wanting to attend school to being excited to be reading with Mrs Floyd. The progress Evie was making with her reading was more than she had made in months. Evie was working hard reading with Mrs Floyd each day, but more importantly she was enjoying it. Would I choose for Evie to go on the reading scheme again? Definitely, I am just grateful that the school can offer such a fantastic and worthwhile scheme.