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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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How to say the set one, set two and set three sounds

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How to say the set one, set two and set three sounds

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Read Write Inc Phonics: How to say the Set 1, Set 2 and Set 3 sounds

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Parents can access the login by visiting www.oxfordowl.co.uk and clicking the ‘login’ button. You will then need to select ‘students’ and enter the class username and password. Once logged in, you will be able to access all content available to them.

School Code: xmp8

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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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ay, ee, igh, ow, oo, oo, ar, or, air, ir, ou , oy

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Dear Families,

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 need to support your child's reading journey at home. Every Wednesday your reading teacher will update this Padlet with sounds learnt or revisited that week. You will also find the book your child is reading at school. Before, reading the book with your child ask them to read the sound, story green words and red words at the beginning of the book.

Phonic Teachers will assess your child every six weeks and inform you 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 Phonics Team

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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 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 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, 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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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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Each week, your child will be assigned a new Read, Write Inc Storybook. They will need access their Oxford Owl account click RWI (Yellow image with Fred)

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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17/3/25 - 21/3/25 - These are the sounds we are learning or revising this week:

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17/3/25 - 21/3/25 - These are the sounds we are learning or revising this week:

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ph - as on photo

e - as in me

wh - as in where

e_e - as in these

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24/2/25 - 28/2/25 - These are the sounds we are learning or revising this week:

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24/2/25 - 28/2/25 - These are the sounds we are learning or revising this week:

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au - as in autumn

kn - as in knee

ue - as in glue

ie - as in pie

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17/2/25 - 21/2/25 - These are the sounds we are learning or revising this week:

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17/2/25 - 21/2/25 - These are the sounds we are learning or revising this week:

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tion - as in conversation

tious/cious - as in delicious

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10/2/25 - 14/2/25 - This week are continuing to read:

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10/2/25 - 14/2/25 - This week are continuing to read:

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10/2/25 - 14/2/25 - These are the sounds we are learning or revising this week:

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10/2/25 - 14/2/25 - These are the sounds we are learning or revising this week:

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ire - as in fire

ear - as in fear

ure - as in pure

au - as in pause

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20/1/25 - 24/1/25 - These are the sounds we are learning or revising this week:

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20/1/25 - 24/1/25 - These are the sounds we are learning or revising this week:

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ai - as in snail

oa - as in boat

ew - as in chew

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13/1/25 - 17/1/25 - These are the sounds we learning or revising this week:

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13/1/25 - 17/1/25 - These are the sounds we learning or revising this week:

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ur - as in nurse

er - as in better

ow - as in brown

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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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oo (zoo)

oo (look)

or

ar

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Chúng tôi muốn các em học sinh yêu thích việc đọc – và muốn tự mình đọc sách! Đó là lý do tại sao chúng tôi nỗ lực để đảm bảo rằng các em phát triển tình yêu với sách cũng như đơn thuần là học cách đọc.

Tại đây, quý phụ huynh có thể tìm thấy tất cả thông tin cần thiết để hỗ trợ hành trình đọc của con mình tại nhà. Mỗi thứ Tư, giáo viên dạy ngữ âm của con sẽ cập nhật trên Padlet các âm đã học hoặc ôn lại trong tuần đó. Quý phụ huynh cũng sẽ tìm thấy cuốn sách con đang đọc tại trường. Trước khi đọc sách cùng con, hãy yêu cầu con đọc các âm, từ xanh và từ đỏ ở đầu cuốn sách.

Các giáo viên ngữ âm sẽ đánh giá học sinh mỗi sáu tuần và thông báo cho quý phụ huynh nhóm mà con đang học. Nếu quý phụ huynh cần thêm bất kỳ sự giúp đỡ hay hỗ trợ nào liên quan đến việc đọc của con tại nhà, xin đừng ngần ngại liên hệ với giáo viên chủ nhiệm.

Cảm ơn sự hỗ trợ của quý phụ huynh,

Các giáo viên Ngữ Âm

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Use these handwriting phrases to help your child to remember how to form each letter correctly. Always practise writing sitting at a table and write on paper using a sharp pencil

1. Write the letter in the air as you say the phrase. Ask your child to practise in the air with you.

2. Help your child to say the phrase as they write the letter on paper.

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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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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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air

ir

ou

oy

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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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ea

oi

a-e

i-e

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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, ciousWe 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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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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o-e

u-e

aw

are

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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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ur

er

ow

ai

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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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oa

ew

ire

ear

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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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ure

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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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tion/sion

tious/cious

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ea, oi, a-e, i-e, o-e, u-e, aw, are, ur, er, ow, ai, oa, ew, ire, ear, ure, au, ue, ie, e-e, e, wh, ph, kn

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m, a, s, d, t, i, n, p, g, o, c, k, u, b, f, e, l, h, r, j, v, w, y, z, x

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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.