Letters and Sounds

Letters and Sounds
Phonics at a glance
Phonics is…
Skills of Knowledge of
segmentation and the alphabetic
blending code.
Phonics Consists of:
• Identifying sounds in spoken words
• Recognising the common spellings of
each phoneme.
• Blending phonemes into words for
reading.
• Segmenting words into phonemes for
spelling.
Some Definitions
A Phoneme
This is the smallest

unit of sound in a
word.
How many phonemes can

you hear in
cat?
A grapheme
These are the letters
that represent the
phoneme.
Children need to practise

recognising the grapheme and
saying the phoneme that it
represents.
The grapheme could be 1 letter, 2
letters or more! We refer to these as
sound buttons.
t ai igh
• A phoneme you hear
• A grapheme you see
A word always has the same number of

phonemes and graphemes!
The 44 phonemes
/b/ /d/ /f/ /g/ /h/ /j/ /k/ /l/ /m/ /n/ /ng/
/p/ /r/ /s/ /t/ /v/ /w/ /y/ /z/ /th/ /th/ /ch/
/sh/ /zh/ /a/ /e/ /i/ /o/ /u/ /ae/ /ee/ /ie/ /oe/
/ue/ /oo/ /ar/ /ur/ /au/ /er/ /ow/ /oi/ /air/ /ear/ /ure/
This is where it gets tricky!
• Phonemes are represented by graphemes.
• A grapheme can consist of 1, 2 or more letters.
• A phoneme can be represented/spelled in more
than one way ( cat, kennel, choir)
• The same grapheme may represent more than
one phoneme ( me, met)
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’
SEGMENTING
• ‘Chopping Up’ the word to spell it out
• The opposite of blending
• Identifying the individual sounds in a
spoken word (e.g. h-i-m , s-t-or-k) and
writing down letters for each sound
(phoneme) to form the word him and stork
Segment and Blend these words…
•drep
•blom
•gris
Nonsense games like this help to build up
skills – and are fun!
Once children are good with single
phonemes…
• DIGRAPHS – 2 letters that make 1 sound

ll ss zz oa ai
• TRIGRAPHS – 3 letters that make 1 sound
igh dge
Segmenting Activity
• Use your ‘robot arms’ to say how many

phonemes in each word.
• shelf
• dress
• sprint
• string
Did you get it right?
• shelf = sh – e – l – f = 4 phonemes
• dress = d - r - e – ss = 4 phonemes
• sprint = s – p – r – i – n – t = 6 phonemes
• string = s – t – r – i – ng = 5 phonemes
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,
Phase 1 (pre school)
* Showing an awareness of rhyme and alliteration.
* Distinguishing between sounds in the environment
and phonemes.
* Exploring and experimenting with sounds and
words.
* Discriminating speech sounds in words.
* Beginning to orally blend and segment phonemes.
Phase 2
• Using common consonants and vowels.
• Blending for reading and segmenting for spelling
simple cvc words.
• Understanding that words are constructed from
phonemes and that phonemes are represented
by graphemes.
Set 1 - s, a, t, p,
Set 2 - l, 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 3
• Knowing one grapheme for each of the 43
phonemes.
• There are 43 phonemes in the English
language!
• Reading and spelling a wide range of cvc
words.
• Using all letters and less frequent consonant
digraphs and some long vowel phonemes.
Phase 3
Letter Progression:
Set 6 - j, v, w, x
Set 7 - y, z, zz, qu
Graphemes:
ear, air, ure, er, ar, or, ur, ow, oi,
ai, ee, igh, oa, oo
Consonant digraphs:
ch, sh, th, ng.
Phase 4
• This is a consolidation unit. There are no new
graphemes to learn. Reading and spelling of
tricky words continues.
• Segmenting adjacent consonants in words and

applying this in spelling.
• Blending adjacent consonants in words and

applying this skill when reading unfamiliar texts.
Phase 5
• Reading phonetically decodable two-
syllable and three-syllable words.
• Using alternative ways of pronouncing and
spelling the graphemes corresponding to
the long vowel phonemes.
• Spelling complex words using phonetically
plausible attempts.
Graphemes:
ay, ou, ie, ea, oy, ir, ue, aw,
wh, ph, ew, oe, au, a-e, e-e,
i-e, o-e, u-e.
Alternative graphemes for:
i, o, c, g, u, ow, ie, ea, er,
a, y, ch, ou
Phase 6
• Recognising phonic irregularities and becoming
more secure with less common grapheme –
phoneme correspondences.
• Applying phonic skills and knowledge to
recognise and spell an increasing number of
complex words.
• Introducing and teaching the past tense
• Investigating and learning how to add suffixes
• Teaching spelling long words
• Finding and learning the difficult bits in words
In addition to this, each the week the children
learn ‘tricky’ spelling words (those that are not
spelt phonetically) and key sight vocabulary.
The key sight word list has 100 words to learn

in Reception and Year 1. While in year 2 an
additional 200 words are added.
Spelling Groups
Now these pupils have a sound understanding in
phonics these groups will focus on learning the
spelling rules.
• To secure the reading and spelling of words containing
different spelling for phonemes.
• To learn how to add common prefixes to words and
understand how it changes the meaning of the word.
• To split compound words into their component parts and use
this knowledge to support spelling.
•
•
Next Focus
• To consolidate knowledge of adding suffixes and to investigate
conventions related to the spelling pattern –le.
• To spell regular verb endings and to learn irregular tense
changes (e.g. go/went)
• To know what happens to nouns when s is added.
• To understand how words change when the suffixes are
added.
• To embed the correct use and spelling of pronouns.
• To develop knowledge of prefixes to generate new words
from root words.
• Next focus
• To distinguish between the spelling and meaning of
homophones.
• To investigate, collect and classify spelling patterns related to
Next Focus
To distinguish between the spelling and meaning of
homophones.
• To investigate, collect and classify spelling patterns related to
the formation of plurals.
• To investigate and learn to spell words with common letter
strings.
• To understand how suffixes change the functions of words.
• To understand the use of the apostrophe in contracted forms
of words.
• To understand the use of the apostrophe in contracted forms
of words.
• To revise and investigate links between the meaning and
spelling when using affixes.
Put the sound buttons under
these words
speed crayon
slight toast
broom foil
crawl jumper
How many phonemes are in each
of these words?
Word Phonemes
bleed
flop
cow
jumper
chair
pencil
Grapheme Key Vocabulary
• Digraph 2 letters making one
sound ( ai, ee, oo)
• Trigraph 3 letters making one

sound ( igh , dge )
• Split diagraph Where the two letters

are not adjacent
( a-e, e-e )
Where Can I Go To Find Out More?
www.nationalstrategies.standards.dcsf.gov.uk/node/849
69
Here are
the phases.
Useful web sites
• www.coxhoe.durham.sch.uk/Curriculum/Literacy.htm
• www.bbc.co.uk/schools/websites/4_11/site/literacy.shtml
• www.ictgames.com/literacy.html

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Letters and Sounds

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Letters and Sounds

This is the smallest

How many phonemes can

Children need to practise

• A grapheme you see

A word always has the same number of

• Recognising the letter sounds in a written

• DIGRAPHS – 2 letters that make 1 sound

• Use your ‘robot arms’ to say how many

• Words that are not phonically decodeable

• e.g. was, the, I

• Some are ‘tricky’ to start with but will become

• Segmenting adjacent consonants in words and

• Blending adjacent consonants in words and

The key sight word list has 100 words to learn

• Trigraph 3 letters making one

• Split diagraph Where the two letters

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