Home Page
We will be fundraising for ‘Jeans for Genes’ on Friday 20th September. Wear your jeans and make a donation to this brilliant charity. 👖👖👖


Lakeside Primary School phonics guide


Letters and Sounds Phase 1 and 2


Posted by: Mrs K McCrae10th June 2015


Phase 1

Nursery and throughout Reception
In this phase children should experience sounds and become aware of them in their everyday environment. Children should enjoy experimenting with the sounds different objects can make, for example, leaves crunching. Experiment how sound changes if the objects are bigger or smaller.

Children need the opportunity to develop their language. This can be supported by encouraging children to use language for thinking by asking questions such as ‘What does it feel like to be in the tunnel, under the table, in the middle of a field?’
Going on listening walks – what can they hear?

They need to experience activities that simulate writing; large movements, such as swirling ribbons in the air or using paint brushes to paint or in water.

Children also need to listen to a range of nursery rhymes and stories. They need to hear them over and over again so that they can repeat them. This will help a lot later on!


Things to help support your child at home;

Playing with sounds;

Help children to make sounds that match animals or objects e.g.

A bee goes buz-z-z-z and a cow goes m-o-o-o-o.

Letter association;

Have an item such as a ‘ball’. Establish the first sound ‘b’ (said ‘buh’). Can they find another item that starts
with ‘b’?

Can they put all the items that start with ‘b’ together?

I Spy – give children a small selection of items (4 or 5) to choose from so that the game remains focused.

Rhymes and rhyming;

Think of a word or an object such as ‘cat’. What other words can you think of that rhyme? sat, mat, bat etc.

Changing rhymes that they know, such as Hickory,
Dickory Dable, the mouse ran up the …?


Phase 2           


By the end of phase 2, the children should know 23 sounds (phonemes):

s,a,t,p, i, n, m

at, sat, pat, tap, sap, as

it, is, sit, sat, pit, tip, pip, sip

an, in, nip, pan, pin, tin, tan, nap

am, man, mam, mat, map, Pam, Tim, Sam


+d +g +o +c

dad, sad, dim, dip, din, did, Sid, and

tag, gag, gig, gap, nag, sag, gas, pig, dig

got, on, not, pot, top, dog, pop, God, Mog

can, cot, cop, cap, cat, cod

+k                                                                                                                                                 kid, kit, Kim, Ken

+ ck  +e

kick, sock, sack, dock, pick, sick, pack, ticket, pocket

get, pet, ten, net, pen, peg, met, men, neck

+u +r +h +b

+ f, ff + l, ll + ss

up, mum, run, mug, cup, sun, tuck, mud, sunset

rim, rip, ram, rat, rag, rug, rot, rocket, carrot

had, him, his, hot, hut, hop, hum, hit, hat, has, hack

but, big, back, bet, bad, bag, bed, bud, beg, bug, bun of, if, off, fit, fin, fun, fig, fog, puff, huff, cuff, fan, fat

lap, let, leg, lot, lit, bell, fill, doll, tell, sell, Bill, Nell, laptop


And be able to read 5 tricky words:

the  to  I  no  go

Children should start to sound out and blend cvc (consonant, vowel, consonant) words e.g.

when you sound out c-a-t, they can tell you the word is cat.


Children should also be able to hear sounds in cvc words e.g. when you say mum, they can

pick out the sounds (segment) m-u-m. This helps with spelling.