Systematic Synthetic Phonics
To develop secure phoneme-grapheme correspondence for reading and spelling.
- Framework: EYFS
- Unit: EYFS Literacy
- Learning area: Literacy
- Level: EYFS Reception
Objectives
- Knows taught grapheme-phoneme correspondences
- Blends CVC words for reading
- Segments for spelling
- Reads decodable texts
Materials
- Phonics programme resources
- Decodable reading books
- Phoneme frames and sound buttons
- Magnetic letters
Instructions
Follow your school's systematic synthetic phonics programme with fidelity—the sequence matters. Introduce grapheme-phoneme correspondences at the pace the programme recommends, ensuring all children are keeping up before moving on.
Teach new sounds with clarity and precision. 'This letter makes the sound mmm. Watch my mouth—mmm. Can you feel your lips come together? Let's all say mmm.' Pure sounds without added 'uh' are essential for successful blending.
Practise blending daily using decodable words. 'Let's sound out this word. S-a-t. Now blend it together—sat.' Model blending yourself, then support children to do it independently. Blend short words before moving to longer ones.
Practise segmenting for spelling. 'We want to write the word 'pin'. What sounds can you hear? P-i-n. Three sounds. Let's write each sound.' Use phoneme frames to show children how many sounds they're listening for.
Make it multisensory. Write letters in sand, form them with playdough, trace them in the air. 'Let's make the letter s in the sand—start at the top, curve round...' Movement helps children remember formations.
Apply phonics immediately in decodable books. 'You can read this book because it uses the sounds you know. Let's try...' Ensure books match taught sounds so children experience success and build confidence.
Review previously taught sounds regularly. Quick flashcard reviews at the start of sessions keep earlier learning fresh. 'What sound? What sound? What sound?' Keep it pacey and fun.
Identify children who need additional support quickly. Intervene with extra practice in small groups. 'Let's practise our sounds together. We're going to get really good at this!' Keep it positive—never let children feel they're failing.