EYFS Phonics and Reading Information
Here is the order in which letters are taught, and the phases-
- Tuning into sounds
- Listening and remembering Sounds
- Talking about sounds (so basically being aware that words are made of graphemes and phonemes)
- Orally sounding out words to identify and spell them.
- Hearing words that start and end with the same sounds
Web links for phase 1:
For more information about how we teach Phonics in our Nursery please click this link
Twinkl TV Phase 1 support
Phase 2 Support
Twinkl TV Phase 2 lessons - click here
Phase 3 Support
Twinkl TV Phase 3 - click here
Twinkl TV Phase 4 - click here
Learning which letter makes which sound
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
Set 6: j v w x
Set 7: y z zz qu
ch sh th ng ai ee igh oa oo ar or ur ow oi ear air ure er
No new graphemes
Practising all the graphemes and blending them together to make words.
This phase includes learning to read and spell longer words.
New graphemes ay (day) ou (out) ie (tie) ea (east) oy (boy) ir (girl) us (blue) aw (saw)
wh (when) ph (photo) ew (new) oe (toe) au (Paul)
Split diagraphs (where the sound is split by another letter)
a-e (make) e-e (these) I-e (like) o-e (home) u-e (rule)
New pronunciations for known letters:
I (fin, find) o (hot, cold) c (cat, Cant) g (got, giant) ow (cow, blow) ie (tie, field) ea (eat, bread)
er (farmer, her) a (hat, what) y (yes, by, very) ch (chin, school, chef) ou (out, shoulder, could, you)
We regularly assess children's phonics progress with the support of an online assessment tool called Phonics Tracker. We feed this information into our half termly meetings where each groups progress is discussed to ensure we are meeting the needs of all our children.
For further information, please click on the links below.
Mr Thorne and Geraldine the Giraffe take you on a learning journey through the world of phonics
Phonicsplay - a site packed with interactive phonics games.
How to pronounce pure sounds:
Phase 2 and 3 pronunciation Click here
Phase 5 pronunciation Click here
Communication, Language and Literacy
Communication, Language and Literacy is at the heart of our curriculum. We are committed to engaging our children with stories and rhymes from a very young age. Early language development is established through daily stories and rhymes. Children will experience quality reading, story time, rhyme, talk and play on a daily basis. This is carefully planned within our sessions and continuous provision.
EYFS and KS1 Reading scheme
We send home Bug Club Phonics books for the children to read to parents as well as a home reading record.
The Bug Club phonic books are fully decodable and aligned to our Letters and Sounds phonic scheme.
The Bug Club phonics book progression chart
Reading at NCS
At NCS children will learn to read with confidence, fluency and understanding, providing them with the skills required to achieve a lifetime of enjoyment through reading. Children read in school independently, with peers and as a shared class session.
During the Early Years, many activities take place which promote pre-reading skills. Children become aware of print in their environment and match pictures and words. Language comprehension is developed by talking and reading to the children. As children gain phonic knowledge they start the process of decoding.
Initially, as children learn to read, they are given a picture book without words, with the intention that they will share the book and take part in a conversation generated by the pictures. Gradually, as the child’s knowledge of letters and sounds develop they begin to phonetically decode words.
Find and explain the meaning of words in context.
Make and justify interpretations about characters and events using evidence from the text.
Predict what might happen from the details given and implied in a text.
Explain preferences, thoughts and opinions about a text.
Identify/explain how information/narrative content is related and contributes to the meaning as a whole. Identify/explain how meaning is enhanced through choice of words and phrases. Make comparisons within the text.
Retrieve and record key information/details from fiction and non-fiction texts.
Order the key events of a story in the correct sequence.
How you can help your child at home with reading.
Daily reading practice will help develop children’s decoding and comprehension skills, although it is not expected that they will read a whole book every night. Children may only read three or four pages, but will spend longer discussing their understanding of what they have read in order to progress in developing their comprehension skills. We would encourage children to read a variety of texts on a regular basis, even taking opportunities to note and read texts in their environment such as road signs, leaflets, information posters, newspapers etc. Please feel free to share these experiences in their home reading record and encourage them to share their opinions about the texts they have read.
Top tips for reading with your child.
1) CHOOSE A QUIET TIME
Set aside a quiet time with no distractions. 10 to 15 minutes is usually long enough.
2) MAKE READING ENJOYABLE
Make reading an enjoyable experience. Sit with your child. Try not to pressurise if he or she is
reluctant. If your child loses interest, then do something else.
3) MAINTAIN THE FLOW
If your child mispronounces a word do not interrupt immediately. Allow your child to self-correct, using their phonics skills. You can always discuss mis-pronounced word at the end of your reading time.
4) SUCCESS IS THE KEY
Until your child has built up his or her confidence, it is better to keep to easier books. Struggling with a book with many unknown words is pointless because the flow is lost, the text cannot be understood, and children can easily become reluctant readers.
5) VISIT THE LIBRARY
Encourage your child to use the public library regularly.
6) REGULAR PRACTICE
Try to read with your child every day. Little and often is best.
7) COMMUNICATE WITH THE SCHOOL
Your child has a reading record book and we would love to hear the children’s opinions of the texts they read and their progress.
8) TALK ABOUT THE BOOKS
There is more to being a good reader than just being able to read the words accurately. Being able to understand what has been read is just as important. Always talk to your child about the book; about the pictures, the characters, how they think the story will end, their favourite part. You will then be able to see how well they have understood and you will help them to develop good comprehension skills.
9) VARIETY IS IMPORTANT
Remember that children need to experience a variety of reading materials eg. picture books,
hardbacks, comics, magazines, poems, recipes, instructions and information books.
The Bug Club phonics book progression chart...
Books to support home learning
Big Cat Phonics ebooks
Support early readers in practicing their decoding skills through highly decodable books. Tricky words and focus phonemes are highlighted in each reader to ensure systematic progression.
Click on this link to login to Big Cat Phonics ebooks
*Contact your child's class teacher if you are unsure of the login details.
Phonics practice books - take a look inside some example books here
Parents guide to Big Cat ebooks - see below
Speech & Language
For more information please have a look at the following factsheets: