d S p la sh p ho nics

O x fo r
Oxford Splash phonics has been carefully developed to help Both programmes are accompanied by printable flashcards,
introduce young learners, who have not yet begun reading lettercards and phonics fan segments, which are all on
and writing, to the world of phonics. the Oxford Splash phonics MultiROM. The MultiROM
Through systematic and consistent teaching, children will also features a sound bank, where you can check your
develop phonological and phonemic awareness, and be pronunciation of individual sounds in preparation for your
given explicit instruction in some of the key sounds of the phonics lessons, and recordings of the tongue-twisters
English language and the letter–sound relationship. This will used to practise sounds.
enable children to begin reading and writing in English far The Oxford Splash phonics programmes allow for two 15
earlier than if they were not exposed to phonics instruction. minute phonics sessions each week, with extra activities
The following is an overview of the sounds that will be provided in the Activity bank on the phonics MultiROM,
explored and the main objectives of the Oxford Splash should there be extra time. Children should expect to learn
phonics programmes. More information about the one new sound each week, although there may be some
importance of good phonics instruction and its relevance weeks where the focus is on revisiting and consolidating
to second language learning can be found on the Oxford sounds that have already been studied. Following the
Splash phonics MultiROM, under An introduction to introduction of a new sound, it will be reviewed and
phonics instruction. activities will be introduced to practise the new sound. The
Oxford Splash phonics is divided into two programmes: remaining phonics sessions will focus on reinforcing all the
sounds learnt up to that point with multi-sensorial games
• The Oxford Splash phonics one-year programme is and activities.
intended for those teachers beginning phonics instruction
in EIN5 only, and introduces children to 18 key English Once the children have learnt a number of sounds, they
sounds. will be encouraged to start blending the sounds to form
short consonant–vowel–consonant (CVC) words. Blending
EIN5 is the process of bringing individual sounds together to
pronounce a word, for example /c/, /æ/ and /t/, when
Term one Term two Term three blended together, read cat. Children will also learn about
/s/ /m/ /ʌ/ the relationship between a sound (phoneme) and its
corresponding letter (grapheme), in order to facilitate 
/æ/ /d/ /r/ writing in the future.
/t/ /g/ /h/ From the second term onwards, children studying either
programme will be introduced to tricky words; that is,
/p/ /ɒ/ /b/
high-frequency words that do not follow phonics rules and
/ɪ/ /k/ /f/ therefore must be learnt by sight. These words are essential
to be able to form sentences.
/n/ /e/ /l/

• The Oxford Splash phonics two-year programme is A note on the International Phonetic Alphabet (IPA)
intended for those teachers beginning phonics instruction The following symbols from the International Phonetic
in EIN4 and carrying on through EIN5. This programme Alphabet (IPA) are used throughout Oxford Splash phonics
sees children introduced to 25 key English sounds, to represent the sounds of spoken language:
corresponding to the 26 letters of the alphabet. • /æ/ – a as in apple
• /ɪ/ – i as in insect
EIN4 EIN5
• /ɒ/ – o as in orange
Term Term Term Term Term Term • /ʤ/ – j as in jump
one two three four five six
• /ʌ/ – u as in umbrella
/s/ /ɪ/ /g/ /ʌ/ /f/ /w/ • /j/ – y as in yellow
/æ/ /n/ /ɒ/ /r/ /l/ /ks/ • /ks/ – x as in x-ray
• /kw/ – qu- as in queen
/t/ /m/ /k/ /h/ /ʤ/ /j/
/p/ /d/ /e/ /b/ /v/ /z/
/kw/

Oxford Splash Phonics