Essential Letters and Sounds
Essential Letters and Sounds (ELS) is our chosen Phonics programme. The aim of ELS is ‘Getting all children to read well, quickly’. It teaches children to read by identifying the phonemes (the smallest unit of sound) and graphemes (the written version of the sound) within words and using these to read words.
Children begin learning Phonics at the very beginning of Reception and it is explicitly taught every day during a dedicated slot on the timetable. Children are given the knowledge and the skills to then apply this independently.
Children continue daily Phonics lessons in Year 1 and further through the school, where necessary, to ensure all children become confident, fluent readers.
We follow the ELS progression and sequence. This allows our children to practise their existing phonic knowledge whilst building their understanding of the ‘code’ of our language GPCs (Grapheme Phoneme Correspondence). As a result, our children can tackle any unfamiliar words that they might discover.
Children experience the joy of books and language whilst rapidly acquiring the skills they need to become fluent independent readers and writers. ELS teaches relevant, useful and ambitious vocabulary to support each child’s journey to becoming fluent and independent readers.
We begin by teaching the single letter sounds before moving to diagraphs ‘sh’ (two letters spelling one sound), trigraphs ‘igh’ (three letters spelling one sound) and quadgraphs ‘eigh’ (four letters spelling one sound).
We teach children to:
• Decode (read) by identifying each sound within a word and blending them together to read fluently
• Encode (write) by segmenting each sound to write words accurately.
The structure of ELS lessons allows children to know what is coming next, what they need to do, and how to achieve success. This makes it easier for children to learn the GPCs we are teaching (the alphabetic code) and how to apply this when reading.
ELS is designed on the principle that children should ‘keep up’ rather than ‘catch up’. Since interventions are delivered within the lesson by the teacher, any child who is struggling with the new knowledge can be immediately targeted with appropriate support. Where further support is required, 1:1 interventions are used where needed. These interventions are short, specific and effective.
Supporting Reading at Home:
Children will be given one reading book that is entirely decodable, this means that they should be able to read these books as they already know the code contained within the book.
We want children to practise reading their decodable book 4 times across the week working on these skills:
Decode – sounding out and blending to read the word.
Fluency – reading words with less obvious decoding.
Expression – using intonation and expression to bring the text to life!
Decodable books have 'Oxford' written in the bottom right hand corner of the title page:
We must use pure sounds when we are pronouncing the sounds and supporting children in reading words. If we mispronounce these sounds, we will make reading harder for our children. Please watch the videos below for how to accurately pronounce these sounds.
Phase 2 Sounds: https://vimeo.com/753929025/5eaa45c0aa
Phase 3 Sounds: https://vimeo.com/753931102/b9a2f8194f
Phase 5 Sounds: https://vimeo.com/753933192/43104a30e0
Children will also take home an additional 'sharing' book, chosen from the school library or classroom book corner. These books are there for you to read with your child, helping to instil a love of reading from the very beginning of their reading journey. These books could be read together with your child reading the words they are able to decode, or they could be read to your child. The sharing book will also give the children the opportunity to further develop their phoentic awareness.