EYFS Reading Videos

There are two kinds of reading videos here. The school videos demonstrate for parents how reading (or pre-reading skills) can be taught at school when children are in Nursery or Reception. The home videos demonstrate how parents can reinforce similar skills to those learnt at school one-to-one in the home. The short school videos were produced by the DfES to accompany their Letters and Sounds Programme (2007). Although many schools still follow ‘Letters & Sounds’ to teach reading, some schools will be using other commercially produced phonics programmes. Whatever scheme is being used by schools, these videos remain a great resource for parents to gain insight into the type of phonic activities used to teach reading at school. Essentially all phonic schemes teach children the 40+ sounds, blending of phonemes to make words, and high frequency words. Therefore all parents should find the video material included here extremely relevant. Parents who have purchased the HSC (Nursery or Reception) reading packs will find they can cross reference the home learning videos to the activities described in the HSC parent guides. The videos below are not exhaustive and reflect a sample of activities contained within the reading guides. Please allow time for the videos to upload before attempting to view.

School Videos

Nursery Age 3-4 Yrs.  Letters and Sounds: Phase 1 Activities.

1. Environmental Sounds

Aspect 1: General Sound Discrimination – Environmental Sounds

This video is a DfES clip from the ‘Letters and Sounds’ Phonics Programme showing how teachers teach pre-reading skills in nursery. The video shows the teacher helping children discriminate between different sounds. The children go on a ‘listening walk’ and pick sounds ‘out of a box’ to listen to.

2.  Instrumental Sounds

Aspect 2: General Sound Discrimination – Instrumental Sounds

This video is a DfES clip from the ‘Letters and Sounds’ Phonics Programme showing how teachers teach help nursery aged children discriminate between different instrumental sounds. The children in this video sing nursery rhymes and play a variety of percussion instruments alongside singing. They listen to a variety of sounds which instruments make and learn to identify instruments (and their names) from hearing the sounds. Children learn to play instruments loudly, softly, fast and slowly. Children also enjoy going on an ‘instrument hunt”.

3.  Body Percussion

Aspect 3: General Sound Discrimination – body percussion

This video is a DfES clip from the ‘Letters and Sounds’ Phonics Programme showing how teachers help nursery aged children discriminate between different body percussion sounds when children are in the Early Years Foundation Stage. The children make different sounds with parts of their body (feet; hands; knee; hands etc). Sometimes body percussion sounds and actions are made whilst children sing along to various nursery rhymes.

4. Rhythm and Rhyme

Aspect 4: Rhythm & Rhyme

This video is a DfES clip from the ‘Letters and Sounds’ Phonics Programme showing how teachers help children discriminate between different body percussion sounds. The children sing lots of nursery rhymes (using related props, such as objects in a bag which relate to the nursery rhyme to be sung). Children make “Silly Soup” which is a bowl full of objects that all rhyme! They also play ‘Rhyming Bingo’ and “Odd one out”.

5. Alliteration

Aspect 5: Alliteration

This video is a DfES clip from the ‘Letters and Sounds’ Phonics Programme showing how teachers teach Alliteration to nursery aged children in the EYFS.  Children get out objects from a “sound box” and practise identifying initial sounds. Mirrors are used by children to watch their mouth movements as they practise saying initial sounds (e.g. to a child’s name). Children also identify words which start with a certain sound (again props and singing are used to enhance interest and enjoyment).

6. Voice Sounds

Aspect 6: Voice Sounds

This video is a DfES clip from the ‘Letters and Sounds’ Phonics Programme showing how teachers help nursery aged children discriminate between different voice sounds.   Children make different sounds with their voice, using props/pictures for inspiration (e.g. tick tock like a clock; wheee going down a slide). Children practise making voice sounds loudly and quietly. Children copy sounds they hear with their voices such as a noisy siren.

7. Listening for phonemes in words

Aspect 7: Oral Blending

This video is a DfES clip from the ‘Letters and Sounds’ Phonics Programme showing how teachers support children to recognise phonemes in words and blend the sounds together.  Phase 1, Aspect 7: Blending is typically covered towards the end of nursery with children aged children 3 – 4 and the beginning of Reception.

Home Videos

Nursery: Preparing your child to read. Home Activity Videos. Phase 1

The videos below depict a selection of activities from the ‘Nursery: Prepare your Child to Read’ pack. The activities shown here are not exhaustive, but posted to illustrate how families might carry out the 5-10 minute activities described in the guide.

Making Animal Sounds (Environmental Sounds: Phase 1, Aspect 1)

Dhyaan is enjoying making various animal sounds – Parents can have a quick discussion about all the animal sounds they might hear if they were walking through a zoo or a farm. Following this, children often enjoy trying to mimic or make the sounds of the animals they have thought of.

Guide Activity 2f, Page 18.

Identify the instrument (Instrumental Sounds: Phase 1, Aspect 2)

Ciana has a go on the different instruments while learning what they are called. Next she plays a game with her mother where she has to identify the instrument being played without looking!

Guide Activity 2g (ii), page 19.

Playing Copycat (Instrumental Sounds: Phase 1, Aspect 2)

In this clip Charlotte is playing copycat with her mother using a variety of instruments. She copies different rhythms, changes in tempo (playing fast and slow) and changes in volume (playing softly and loudly).

Guide Activity 2g (iv), page 19.

Singing Nursery Rhymes with Body Sounds (Body Percussion:Phase 1, Aspect 3)

Johann and his mother sing popular nursery rhymes and use body sounds and actions to accompany their singing at the same time! The nursery rhyme CD is particularly good to use while thinking up different body sounds and actions.

Guide Activity 2l, page 20.

Playing to the beat (Rhythm: Phase 1, Aspect 4)

Lashaun listens carefully and uses different instruments, to play in time to the beat.

Guide Activity , page 20.

Matching Rhyming Word Cards (Rhyme: Phase 1, Aspect 4)

Dylan is encouraged to match pictures that rhyme with a target word using the rhyming bingo resource.

Guide Activity 3e, page 23.

Think of a word that rhymes with… (Rhyming: Phase 1, Aspect 4)

Caitlin is being shown the rhyming bingo picture cards by her mother and has to come up with her own word that rhymes.

Variation of Guide Activity 3c, page 21

Identifying the initial sounds of words  (Initial Sounds: Phase 1, Aspect 7)

Johann identifies the initial sounds of objects by pulling them out of a bag and matching the word to the initial sound letter card. He  is then encouraged to clap the phonemes out that comprise each word.

Variation of Guide Activity 6a (ii), page 28.

Identifying initial sounds of house words  (Initial Sounds/Alliteration: Phase 1, Aspect 7)

Mollie chooses various house picture cards and identifies the initial sounds of the words. Then Mollie enjoys sticking the cards around the room.

Guide Activity 6d, page 29.

Making sounds with your voice (Voice Sounds: Phase 1, Aspect 6)

The children in this clip are enjoying making various ‘voice sounds’ and are using the voice sound cue cards (supplied within HSC guide) as prompts.

Guide Activity 5b, page 26

Clapping out phonemes in words (Identifying phonemes in words: Phase 1, Aspect 7)

Ciana counts and claps out the various phonemes that comprise words. Word cue cards are used as prompts (supplied within the HSC guide).

Guide Activity 6a (i), page 28

Writing letters of the alphabet (Nursery Extension Activity)

Ciana uses the write ‘n’ wipe board to practise writing the letters of the alphabet, making strokes in the correct directions shown.

Guide Activity 7d, page 31

Ordering the letters of the alphabet (Nursery Extension Activity)

Caitlin is ordering the alphabet cards by singing the alphabet song and attempting to put the cards in the correct order.

Guide Activity 7b (ii), page 30.

Alphabet and initial sounds puzzle (Nursery Extension Activity)

Dylan is helped by his brother to complete the two piece alphabet puzzle, matching the words (initial sound) to the correct letter of the alphabet.

Guide Activity 7a, page 30

School Videos

Reception Age, 4-5 Yrs. Letters & Sounds: Phases 2, 3 & 4 Activities.

1. Grapheme Recognition (Phase 2)

This DfES Letters and Sounds video clip shows children learning and rehearsing the phase 2 sounds (these correspond to the orange flashcards in the Home School Connect Reception Reading pack). Children are practising pronouncing the sounds correctly and the children use pictures, letter sound flashcards, gestures and actions to help them remember the individual sounds.

2. Oral Blending (Phase 2)

This DfES Letters and Sounds video clip shows children rehearsing the blending of sounds – putting together the individual phase 2 sounds to make up words. The class teacher uses physical objects to engage the children in sounding out the phonemes in the word. “Sound Fingers” are also used so that children can count the individual sounds that comprise a particular CVC (Consonant-Vowel-Consonant) word.

3.  Teaching Blending (Phase 2)

This DfES Letters and Sounds video clip shows children learning how to blend sounds to make CVC words. Sound buttons are shown (dots under each phoneme) to help children discriminate between the individual sounds. Children read the sounds in a word first quite slowly, and then the teacher gets the children to speed up the reading of the individual phonemes – fast enough so that the children can then ‘hear’ the blend. Children have their own phoneme boards where they get to make up CVC words of their own by combining sound cards.

4. Segmentation for Spelling. (Phase 2)

This DfES Letters and Sounds video clip shows children learning making different CVC words using magnetic letters and a magnetic board. Children identify the position of sounds making up CVC words (initial sound-middle sound-end sound). The teacher calls out target words and children identify the sounds that make up the word (either using an interactive board or magnetic letters/magnetic board). The emphasis is on children making (spelling) words for themselves.

5. Tricky Words (Phase 2)

This video clip from the DfES Letters and Sounds Programme shows children encountering ‘tricky’ words where the spelling of the word does not correspond to the oral sound. Children are encouraged to learn these ‘tricky words’ by sight.  In the Reception Reading pack the ‘tricky’ (phonetically undecodable) words are the paler coloured words (within the high frequency word pack supplied – so pale orange for phase 2).

6. Practising Sounds (Phase 3)

This DfES Letters and Sounds video clip shows children practising saying the phase 2 and phase 3 sounds. The teacher uses flashcards and the children practise on sight recall of all the sounds they have learnt. Some of the phase 3 sounds have been taught to the children using certain phrases, to help the children remember the sound. E.g. ‘igh’ is ‘fly high’. Practising in this rapid way helps children to consolidate and master all the sounds.

7. Practising the alphabet (Phase 3)

This video clip from the DfES Letters and Sounds Programme, show children learning the alphabet. In the Letters and Sounds Programme, learning the alphabet actually occurs after children have learnt the sounds that letters make. Of course some children may already be quite familiar with the alphabet from home learning, but in schools (where Letters and Sounds is followed) it is formally taught in Reception. This clip shows children reciting the common alphabet song, and/or other variations of the alphabet song.

8. Sounds and Blending Video (Phase 3)

This is a video clip from the DfES Letters and Sounds Programme used to teach children to read in many schools. This clip shows children learning the phase 3 sounds. Here children are taught that two letters (e.g.sh) can make one sound. Children practise writing the letters that comprise a phoneme in the air or on eachothers backs.Children have to think of words that begin with a particular sound. Props and actions are used to engage children in the activity and help them remember the sounds being taught. Children also practise identifying words (that the teacher sounds out). Sometimes teachers use phrases to help children remember the sound. e.g. for ‘ow’ – children chant ‘blow the snow’

9. Grapheme Recall and making words (Phase 3)

This video clip from the DfES Letters and Sounds Programme shows a teacher helping children to recall the different phase 3 sounds and asking children to identify the letters that make up the sound. Within a phoneme frame, children make words using the sounds.

10. Tricky Words (Phase 3)

This DfES Letters and Sounds video clip shows children encountering ‘tricky’ words where the spelling of the word does not correspond to the oral sound. Children are encouraged to learn these ‘tricky words’ by sight and the teacher flashes the words to the class for the children to read and visually memorise.

11. Reading simple captions (phase 3)

This video clip from the DfES Letters and Sounds Programme shows children reading phase 3 captions (sentences specifically put together that use the phase 3 sounds learnt so that children can practise reading real sentences). The clip shows the activity being both teacher led and pupil led (in a pupil pairing).

12. Articulation of all phase 2 and phase 3 phonemes (Phase 4)

This is a video clip from the DfES Letters and Sounds Programme which shows a teacher pronouncing all the phase 3 and then phase 2 phonemes. In phase 4, children consolidate all of these sounds and use them to start making and reading CVCC/CCVC words.

13. CVCC Reading Video (phase 4)

This is a video clip from the DfES Letters and Sounds Programme, which shows a teacher helping children to make CVCC and CCVC words within a phoneme frame. The children also play the ‘buried treasure’ game putting ‘real’ words into the treasure chest and nonsense words into the bin. Through playing the game, children are practising reading different phase 4 words that use initial and end consonant blends.

14. CVCC/CCVC Segmentation & Spelling (phase 4)

This is a video clip from the DfES Letters and Sounds Programme which shows a teacher helping children to spell CVCC and CCVC words within a phoneme frame. The children count the sounds that comprise a word and then sound it out to make the word within a phoneme frame. Children in pairs make CVCC/CCVC words using magnetic letters and magnetic wipeboards.

15. Writing small captions (phase 4)

This is a video clip from the DfES Letters and Sounds Programme which shows a teacher helping children to write words and captions by blending learnt sounds together. Children also practise writing their own captions on pieces of card and then hanging/pinning them up in the classroom.

Home Videos

Reception Age 4-5 Yrs. Letters & Sounds: Phase 2, 3 & 4 Home Activities.

Grapheme recognition (Phase 2)

This video shows Charlotte learning some new phase 2 sounds and also rehearsing some already learnt phase 2 sounds (her mother uses the orange (phase 2) flashcards supplied within the HSC Reception Reading Pack).

Guide Activity 2a: page 21.

Learning to blend sounds to make CVC words, using s a t p i n – (Phase 2)

When children first start blending, parents say the phonemes in the word quite slowly, and then slowly speed up the reading of the individual phonemes – fast enough for the child to ‘hear’ the blend.

Lashaun in this video uses the magnetic board and sound magnets to make up CVC words (using the sounds s a t p i n). Lashaun is given the graphemes of the target word in a mixed up order and then he has to make the word, placing the graphemes in the correct order. The HSC guide provides parents with a list of appropriate CVC words to make with their child.

Lashaun at the end also enjoys copying and writing the words he has made.

Guide Activity 3a, pages 23. Using Appendix 3.

Reading and writing CVC words (Phase 2)

This video clip shows children reading CVC words (the children here are already confident with blending the phonemes). The parent uses sound buttons (dots under each phoneme) to demarcate the individual sounds.

Children can also be challenged to read words that their parents write, using the phonic cubes. Mille does just that and also likes writing the words underneath herself.

Zac attempts to write CVC words for himself, after having learnt all the phase 2 sounds and how to write the letters.

Guide Activity 3b and 3c, pages 23 & 24. Using Appendix 3.

Making CVC words with magnets, reading and writing captions (Phase 2)

Mollie enjoys making CVC words using the magnetic tiles (she has learnt phase 2 sounds set 1-4). Mollie then moves onto reading and writing a couple of phase 2 captions.

Guide Activity 3a, page 23 and activity 3d, page 24. Using Appendix 3.

Learning the High Frequency Words (Phase 2)

This video shows a parent helping their child to memorise five (phase 2) high frequency words. In the Reception Reading pack the ‘tricky’ (phonetically undecodable) words are the paler coloured words (within the high frequency word pack supplied – so pale orange for phase 2). The procedure to learn the HFW is described within the HSC guide.

Guide Activity 4a, page 27

Practising phase 3 sounds (Phase 3)

This video shows Sebastian rehearsing the phase 3 sounds using the purple (phase 3) cards supplied in the HSC Reception Reading Pack.

Guide Activity 2a, page 21

Sounds and Blending (Phase 3)

This clip shows a parent supporting their child to blend phase 3 sounds to make words. The parent writes words on the wipe-board (using sound buttons – a dot is used to demarcate single letter graphemes and a line is used to demarcate graphemes comprising of two or three letters). Sebastian reads the targets words that his mother writes. Examples of phase 3 words are supplied within the HSC Reception Reading guide.

Next Sebastian rolls a phase 3 cube – the phase 3 sound cubes are used to add the ‘fun factor’ and Sebastian is challenged to read words using the grapheme the cube lands on.

Finally Sebastian makes up various phase 3 words using the magnetic tiles.

Guide Activities 3a, 3b and 3c – pages 23 & 24. Using appendix 4.

 

Reading simple captions (Phase 3)

Anaya reads phase 3 captions at home written onto the wipeboard by her mum. The captions are sentences specifically put together so that children can practise reading real sentences which use phase 3 graphemes. The phase 3 captions are within the HSC guide.

Guide Activity 3d – page 24. Using Appendix 4.

Articulation of all phase 2 and phase 3 phonemes (Phase 4)

Devan’s mother rapidly flashes through all the phase 2 and phase 3 graphemes making sure that Devan has instant recognition and correct articulation of the learnt sounds. Before commencing onto Phase 4, it is helpful for children to have consolidated and learnt all of these sounds.

Guide Activity 2a – page 21

Reading and making CVCC/CCVC words (Phase 4)

This video clip shows Devan making CVCC and CCVC words. The parent encourages further reading of CVCC/CCCV words by asking Devan which words are ‘real’ and which ones are ‘nonsense’.

Children can also play the ‘Buried Treasure’ online game putting ‘real’ words into the treasure chest and nonsense words into the bin.

Variation of Guide Activity 3b, page 23. Using Appendix 5.

CVCC/CCVC segmentation and spelling  (Phase 4)

Anaya reads and makes different CVCC/CCVC words using the magnetic wipeboard.

Guide Activity 3b – page 23. Using Appendix 5.

Writing room signs (Phase 4)

This is a video clip showing a parent helping their child to write words and captions by blending learnt sounds together. Devan practises writing room signs of his own choosing, and then puts them up around the house (with blu tac).

Variation of Guide Activity 3d, page 24. 

Reading a book aloud to your child  (All phases)

Mollie & Anaya are listening to picture books being read aloud to them. The clips here demonstrates how a parent can ask various questions before, during and after reading a picture book to help engage children and develop understanding. The ‘Comprehension Questions’ that parents could ask their children is contained within the HSC guide.

Guide Activity Type 1. Using Appendix 1.

Supporting your child to read aloud (All phases)

In this video Anaya reads aloud a reading scheme book (Oxford Reading Tree – Stage 4). Anaya’s mother supports her reading using some useful strategies (some of which are highlighted in the video). The full range of support strategies that a parent might use when supporting their child to read aloud is contained within the HSC Reception Reading guide.

Guide Activity Type 5, page 29.

The DfES Letters and Sounds video clips are crown copyright and shown here under the Open Government Licence.