At Sacks Morasha we use Letters and Sounds to support the systematic teaching of phonics. Letters and Sounds aim to prepare children for learning to read by developing their phonic knowledge and skills whilst building children’s speaking and listening skills.
Phases are the way the Letters and Sounds Programme is broken down to teach sounds in a certain order. At the same time ‘tricky words’ are taught to the children. Each sound will be shared via our online learning platforms (Tapestry and Google Classroom) to share how the phoneme sounds, spelled and written.
Phase One - Nursery
Activities are divided into seven aspects, including environmental sounds, instrumental sounds, body sounds, rhythm and rhyme, alliteration, voice sounds and finally oral blending and segmenting.
Phase Two - Reception (up to 6 weeks)
Learning 19 letters of the alphabet and one sound for each. Blending sounds together to make words. Segmenting words into their separate sounds. Beginning to read simple captions.
Phase Three - Reception (up to 12 weeks)
The remaining 7 letters of the alphabet, one sound for each. Graphemes such as ch, oo, th representing the remaining phonemes not covered by single letters. Reading captions, sentences and questions. On completion of this phase, children will have learnt the “simple code”, i.e. one grapheme for each phoneme in the English language.
Phase Four - Reception (4-6 weeks)
No new grapheme-phoneme correspondences are taught in this phase. Children learn to blend and segment longer words with adjacent consonants, e.g. swim, clap, jump.
Phase Five - Throughout Year 1
Now we move on to the “complex code”. Children learn more graphemes for the phonemes which they already know, plus different ways of pronouncing the graphemes they already know.
Phase Six - Throughout Year 2 and beyond
Working on spelling, including prefixes and suffixes, doubling and dropping letters etc.
What are “Tricky words”?
Tricky words are words that cannot be ‘sounded-out’ but need to be learned by heart. They don’t fit into the usual spelling patterns. In order to read simple sentences, it is necessary for children to know some words that have unusual or untaught spellings. It should be noted that, when teaching these words, it is important to always start with sounds already known in the word, then focus on the ‘tricky’ part.
What are High Frequency words?
High frequency (common) are words that recur frequently in much of the written material young children read and that they need when they write.