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we are still learning how to read the following sounds and apply this to our reading; e,l,h,r,j,v,y,w,z,x

We are confident with these sounds and we are able to blend words with these sounds; m,a,s,d,t,i,n,p,g,o,c,k,u,b,f

We are learning how to blend words containing these sounds;
b/o/x = box    j/i/g = jig    l/e/t = let

We do not focus on letter names, only the sounds.

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we are able to confidently use and apply all of our Set 1 and Set 2 sounds to read words.

We are able to read words 'speedily' containing sounds from Set 1 and 2, including words with 'Special Friends.'

We are focussing on reading words with the first six Set 2 sounds; ay, ee, igh, ow, oo, oo

We can confidently read 'nonsense (alien) words', these are pretend words that have no meaning but are decodable.

We are learning all Set 2 sounds and can read longer words with up to 5 sounds, including 'Special Friends' from Set 1 and 2.

We are also expected to use our 'Fred Fingers' to help us spell words.

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we are able to confidently use and apply all of our Set 1 single sounds to read words.

We should be able to read words with 'Special Friends' and 4-sound words with 'Fred Talk.'

We are beginning to read some words 'speedily' containing sounds from Set 1, including words with 'Special Friends.'

We are beginning to learn about 'nonsense (alien) words', these are pretend words that have no meaning but are decodable.

We are beginning to learn the Set 2 sounds. We will read longer words containing these 'Special Friends.'

We are also expected to use our 'Fred Fingers' to help us spell words.

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Beige Minimalist Simple Coming Soon Stay Tuned Business Opening Instagram Post (2)

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we are able to confidently use and apply all of our Set 1 and Set 2 sounds to read words.

We are able to read longer words 'speedily' containing sounds from Set 1 and all of 2, including words with 'Special Friends.'

We can confidently read 'nonsense (alien) words', these are pretend words that have no meaning but are decodable.

We are learning all Set 2 sounds and we can apply our knowledge of these to read words.

We are also expected to use our 'Fred Fingers' to help us spell words.

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we can read previously taught words, confidently, containing Set 1 and Set 2 sounds speedily.

We are confident reading words containing the first six Set 3 sounds; ea, oi, a-e, i-e, o-e, u-e, aw, are, ur, er, ow, ai, oa, ew, ire, ear, ure, au, ie, e-e, oe, ph, wh, y, ue, kn, tious, tion, cious

We can read up to 70 words per minute, attempting to read with intonation and to show comprehension of the text that is being read.

We can confidently read 'nonsense (alien) words', these are pretend words that have no meaning but are decodable.

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we are still learning how to read the following sounds and apply this to our reading; m,a,s,d,t,i,n,p,g,o

We are learning how to blend words containing these sounds;
c/a/t = cat     d/o/g = dog     h/a/t = hat

We do not focus on letter names, only the sounds.

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These are the sounds that we have learned or revisited at school this week. Please select the relevant video from the list below and share with your child as practice:

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These are the sounds that we have learned or revisited at school this week. Please select the relevant video from the list below and share with your child as practice:

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cious

tious

tion

i-e

a-e

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Red or 'tricky' words cannot be broken down into phonemes in order to read or spell. We learn to recognise these words as a whole. It is very important that we keep practising how to read and spell these words, as they will help with the fluency/speed of our reading and writing.

Every day at school, your child will be reviewing red words linked to their current phonic ability. Each Storybook contains opportunities to learn new words or revisit ones already taught.

Whilst working in the Blue Group, the following words will be your child's focus. Please take the time to practice reading and spelling these words with your child at home as we will be having regular checks each week:

does, other, two, could, ball, would, wash, water, anyone, over, wasn't, through, once, son, whole, people

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These are the sounds that we will be revisiting over the next two weeks:

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These are the sounds that we will be revisiting over the next two weeks:

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Red or 'tricky' words cannot be broken down into phonemes in order to read or spell. We learn to recognise these words as a whole. It is very important that we keep practising how to read and spell these words, as they will help with the fluency/speed of our reading and writing.

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Parent Information Booklet

NB: Please use the Speed Sound Mats provided in 'Useful Resources' to practice speed sounds with your child.

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we are able to confidently use and apply all of our Set 1 single sounds to read words.

We are beginning to read some words 'speedily' containing sounds from Set 1, including words with 'Special Friends.'

We are able to read 4 and 5 sound words 'speedily.'

We can confidently read 'nonsense (alien) words', these are pretend words that have no meaning but are decodable.

We are learning all Set 2 sounds. We can read longer words with up to 5 sounds, including 'Special Friends' from Set 1 and 2.

We are also expected to use our 'Fred Fingers' to help us spell words.

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we are able to confidently use and apply all of our Set 1 single sounds to read words speedily.

We are learning to use our 'Special Friends' to read longer words.

We are focussing soley on the following sounds: ch, sh, th, ck, ng, nk, ff, ll, ss, qu

f/i/ll = fill qu/i/l/t = quilt ch/i/ck = chick sh/i/p = ship

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Practice words with 3 sounds that include special friends (digraphs)

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How to pronounce each of the sounds correctly.

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How to pronounce each of the sounds correctly.

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Single sounds and digraphs

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Digraphs and Trigraphs

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Letter Formation Jingles to Support Handwriting

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Letter Formation Jingles to Support Handwriting

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"Around the apple and down the leaf..." ✔👌✨

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we can read previously taught words, confidently, containing Set 1 and Set 2 sounds speedily.

We are confident reading words, including multi-syllabic words containing all the Set 3 sounds speedily; ea, oi, a-e, i-e, o-e, u-e, aw, are, ur, er, ow, ai, oa, ew, ire, ear, ure, au, ie, e-e, oe, ph, wh, y, ue, kn, tious, tion, cious

We can read up to 90 words per minute, attempting to read with intonation and show comprehension of the text that is being read.

We can confidently read 'nonsense (alien) words', these are pretend words that have no meaning but are decodable.

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Each week, your child will bring home a new Read, Write Inc Storybook. If they are in groups Green to Orange, book changes will occur every three days.

The children will know this story very well because they will have practiced reading it during their daily phonics lesson that week.

This book is fully decodable. There are comprehension questions found at the back of the book and sounds to practice at the front.

Your child will be able to read this book independently. Repeated reading of this book will support your child's fluency and understanding of the text.

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we are confident reading longer words, including multi-syllabic words containing all the Set 1, 2 and Set 3 sounds speedily; ea, oi, a-e, i-e, o-e, u-e, aw, are, ur, er, ow, ai, oa, ew, ire, ear, ure, au, ie, e-e, oe, ph, wh, y, ue, kn, tious, tion, cious

We can read up to 90 words per minute, reading with intonation and showing comprehension of the text that is being read.

We can predict what is going to happen, show an understanding of new vocabulary, sequence events in the story, retrieve information confidently and we use clues from the text to infer meaning.

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we can read previously taught words, confidently, containing Set 1 and Set 2 sounds speedily.

We are confident reading words containing the first six Set 3 sounds speedily; ea, oi, a-e, i-e, o-e, u-e

We are learning our Set 3 sounds and learning to identify these sounds in longer words.

We can confidently read 'nonsense (alien) words', these are pretend words that have no meaning but are decodable.

We are also expected to use our 'Fred Fingers' to help us spell words.

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These are the sounds that we have learned or revisited at school this week. Please select the relevant video from the list below and share with your child as practice:

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These are the sounds that we have learned or revisited at school this week. Please select the relevant video from the list below and share with your child as practice:

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er

are

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Learning to read is one of the most important things that your child will learn at our school. Everything else depends on it, so we put as much energy as we possibly can into making sure that every single child learns to read as quickly as possible.

We want children to love reading - and want to read for themselves! This is why we put our efforts into making sure they develop a love of books as well as simply learning to read.

Here you find all the information you will need to support your child's reading journey at home. Every Friday your reading leader will update this Padlet with sounds learnt or revisited that week. You will also find a list of 'red' words to practise reading and spelling at home, along with some useful documents and resources.

Every six weeks Mrs Emblin will assess your child and inform you, via ClassDojo, which group they are currently working in. Of course, if you need any further help or support with any aspect of your child's reading at home - please do not hesitate to contact your class teacher.

Thank you for your continued support,

The Foundation Stage and KS1 Reading Team

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These are the sounds that we will be revisiting over the next couple of weeks as they are not yet secure:

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These are the sounds that we will be revisiting over the next couple of weeks as they are not yet secure:

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Red or 'tricky' words cannot be broken down into phonemes in order to read or spell. We learn to recognise these words as a whole. It is very important that we keep practising how to read and spell these words, as they will help with the fluency/speed of our reading and writing.

Every day at school, your child will be reviewing red words linked to their current phonic ability. Each Storybook contains opportunities to learn new words or revisit ones already taught.

Whilst working in the Grey Group, the following words will be your child's focus. Please take the time to practice reading and spelling these words with your child at home as we will be having regular checks each week:

should, come, many, mother, above, father, here, buy, bought, great, someone, another, walk, caught, worse, everyone, talk, thought, love, wear

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Parent Information Booklet

NB: Please use the Speed Sound Mats provided in 'Useful Resources' to practice speed sounds with your child.

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we can read previously taught words, confidently, containing Set 1 and Set 2 sounds speedily.

We are showing confidence with reading words containing the first six Set 3 sounds; ea, oi, a-e, i-e, o-e, u-e

We are learning our Set 3 sounds and learning to identify these sounds in longer words.

We can confidently read 'nonsense (alien) words', these are pretend words that have no meaning but are decodable.

We are also expected to use our 'Fred Fingers' to help us spell words.

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Your child will also bring home a Book Bag Book. This is linked to the Storybook that they will have read during the week and builds on the knowledge and understanding they have gained during their daily phonics lessons.

Your child will be able to decode the text independently. Practice it repeatedly to build on fluency and comprehension skills.

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we are still learning how to read the following sounds and apply this to our reading; c,k,u,b,f

We are confident with these sounds and we are able to blend words with these sounds; m,a,s,d,t,i,n,p,g,o

We are learning how to blend words containing these sounds;
b/u/s = bus     k/i/t = kit     f/u/n = fun

We do not focus on letter names, only the sounds.

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Your child needs lots of practice with blending sounds together to read CVC words. There will be 3 'Learning to Blend' lessons updated weekly. You will also find the sounds that your child is not yet secure with (c,k,u,b,f) below to practice as well. Aim for one film per day.

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Your child needs lots of practice with blending sounds together to read CVC words. There will be 3 'Learning to Blend' lessons updated weekly. You will also find the sounds that your child is not yet secure with (c,k,u,b,f) below to practice as well. Aim for one film per day.

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Your child will also have access to a library of picture books, quality fiction and non-fiction books to take home.

These books are to be enjoyed together. Your child will not be able to decode these by themselves. Sharing books are to help foster a love of reading.

Your child will be allocated a specific day in which to change their Sharing Book. Please see individual class timetables for further information.

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Red or 'tricky' words cannot be broken down into phonemes in order to read or spell. We learn to recognise these words as a whole. It is very important that we keep practising how to read and spell these words, as they will help with the fluency/speed of our reading and writing.

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These are the sounds that we have learned or revisited at school this week. Please select the relevant video from the list below and share with your child as practice:

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These are the sounds that we have learned or revisited at school this week. Please select the relevant video from the list below and share with your child as practice:

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we are just starting our reading journey. Every day we learn how to read and write a new single sound.

We are learning how to orally blend words containing these sounds, for example:
m/a/t = mat   s/a/t = sat

We do not focus on letter names, only the sounds.

We need lots of practice and opportunities to revisit our learning. Use the films below to support your child's reading at home.