Definitions
• Blending
When your push each phoneme in a word together.
• Segmenting
When you break up a word into the different phonemes.
Pure Sounds
It is important that each phoneme is said as a pure sound in order for
blending to happen.
Phase 4
Putting consonants together to make blends:
• ccvc – Sp/ai/n, fl/igh/t, st/o/p
• cvcc – j/u/mp, h/e/lp
• ccvcc – cl/a/mp, cr/e/st
• cccvc – thr/oa/t
New Curriculum…• Read all phase 3,4 and 5 words by end of
Year 1• Read a range of common words by sight;
the, said, were, was….• Read a word which repeats by sight• Read multisyllabic/compound words –
bedroom, toothbrush…• Read words ending in common suffixes –
bringing, looked, hiding, grabbed
Year 1 phonics screening check (June)
40 words20 real20 pseudoPhase 3,4,5
32 pass ratereached/not reached
Re-take in Year 2
A Reading Session
• It needs to feel special and fun• Talk about the book before reading• Let your child look and read the book before reading it to you• Let your child hold the book and turn the pages• If they get to a word they don’t know; ask them to try to sound it
out. If they don’t know tell them the word• Try to encourage them to remember common repeatable words
throughout the text.• Ask them to re-read sentences to develop reading for meaning• Do not cover up the pictures• At the end of the text ask your child to recall the main parts of
the text• Ensure you read stories to them as well – you are their reading
role model!
Example
Tricky word – read by sight (repeats)
Might be a challenging word but not tricky – talk about wh and then they can blend.
Child can segment (t/r/u/ck) then blend
Child will know split digraph i-e but will not see that e has gone. Will need talking
through. Can they then spot it in taking?
Always re-read sentences fluently to make meaning of text.
Games & Application
• Phonics is best taught through games which develop blending and segmenting skills.
• It is important for children to then practise and develop their blending when reading their book.