1. Bolshaw Primary School
Fun with Phonics!
Wednesday 11th November 2014

2. To understand what is expected at each Letters and Sounds phase
To help you understand more about what phonics is and how we teach it at school
Not to scare you – handouts will be a reference for you with some of the hard language involved with phonics
To understand what is expected at each Letters and Sounds phase
To give you practical ideas on games and activities you can be playing at home with your children
For you to feel more confident in supporting us in teaching your child to read letters, words, sentences and texts
Letters and Sounds is a phonics resource published by the Department for Education and Skills which consists of six phases. 2

3. In school, we follow the Letters and Sounds programme, delivered through Jolly Phonics.
Jolly Phonics is a scheme used
throughout EYFS and KS1 classes when
children are first introduced to phonics
When the children learn each sound,
they will learn an action to help them remember it.
Letters and Sounds is a phonics resource published by the Department for Education and Skills which consists of six phases.

4. An independent review of the teaching of early reading
This included the role of synthetic phonics
Recommendations:
Systematic approach - synthetic phonics
Phonic work is essential for the development of writing, especially spelling
Children must be taught how reading and writing are related
Letters and Sounds is a phonics resource published by the Department for Education and Skills which consists of six phases. 4

5. Since the Rose Review, phonics has become a widely used method of teaching children to read and decode words.
Sessions use a variety of different approaches to engage children and ensure their individual learning styles have been catered for.
Phonics is about learning letter sounds NOT the letter names. Phonics is the relationship between letters and sounds.
There are 44 sounds in the English Language that we learn to put together to make words.
Letters and Sounds is a phonics resource published by the Department for Education and Skills which consists of six phases. 5

6. Terminology Phoneme Graphemes Segmenting and blending Digraph Trigraph
Graphemes
Segmenting and blending
Digraph
Trigraph
Split vowel digraph

7. Phonemes and Graphemes
Phonemes are
Graphemes

8. Pulling the word apart – sounding out.
Segmenting
Pulling the word apart – sounding out.
cat
c a t

9. Putting the sounds together to read the word.
Blending
Putting the sounds together to read the word. a t c

10. When are the phases usually taught?
Reception
Phases 1, 2 and 3
Year 1
Phases 4 and 5
Year 2
Phases 6

11. There are 7 aspects with 3 strands:
Phase 1
There are 7 aspects with 3 strands:
A1 – Environmental
A2 – Instrumental sounds
A3 – Body Percussion
A4 – Rhythm and rhyme
A5 – Alliteration
A6 – Voice sounds
A7 – Oral blending and segmenting.
Discuss how this is usually not taught discretely but is included in the day.

12. Phase 2 Is the start of systematic phonic work.
Introduces the phoneme-grapheme correspondence. To teach that words are constructed from sounds (phonemes) and that sounds are represented by letters (graphemes.)

13. Phase 2 Phonemes and actionsg o c k ck e u r h b f ff l ll ss
Pronouncing the phonemes correctly is very important.
eg the letter s is pronounced sssss and not suh.
We all need to use the same language at home and at school.

14. s a t p i n
sat it pat
tap pan nip

15. Phase 3
The children continue to segment and blend words and begin to learn digraphs and trigraphs For example Digraphs - ‘rain’, ‘deep’, and ‘chop’. Trigraph – night, chair, dear

16. Digraphs and Trigraphs
Can you identify the digraphs and trigraphs in these words?
soil
beard
blue
fairy
night
sound

17. Phase 3 phonemes and actionsj v w y z zz qu ch sh th ng ai ee
igh oa oo ar or ur ow oi
ear
air
ure er

18. TRICKY WORDS Words that are not phonically decodable. was, the, I.
Some are ‘tricky’ to start with but will become decodable once children have learned the harder phonemes.
out, there.

19. Phase 4
This phase consolidates all the children have learnt in the previous phases.

20. In Phase 4, no new graphemes are introduced.
The main aim of this phase is to consolidate the children's knowledge and to help them learn to read and spell words which have adjacent consonants.
trap string milk

21. Phase 5
Children will be taught new graphemes and alternative pronunciations for these graphemes.
e.g the children will know that ai as in rain but will now learn ay as in play.
Split digraphs:
a_e, e_e, i_e, o_e, u_e
e.g. plane, home, nice
Alternative pronunciations
ea in tea, head and break

22. Phoneme Spotter Story How many alternative graphemes can you find that make the same phoneme? A real treat ee ea ey y e-e i ie

23. Year 1 Phonics Test

24. Pseudo words
Children are taught to read real words and pseudo words (nonsense words). For example ‘hep’, ‘vel’, ‘sep’, ‘mear’ and ‘hain’.

25. Phase 6 During this phase, children will:
Learn about long and short vowel sounds
Learn about past and present tense
Learn about rules for adding suffixes (word endings)
Develop strategies for spelling polysyllabic and compound words. (e.g wonderful, internet, snowman, playground)

26. Long and Short Vowel Soundsi o u

27. Long and Short Vowel Soundsi o u
It is important that children can distinguish between long and short vowel sounds, so that they can apply the rules when adding suffixes and prefixes in Phase 6.

28. Adding ‘ed’ Long vowel sound – add ed
run
party
chim e d
eat
skip
Long vowel sound – add ed
Short vowel sound immediately next to final consonant – double letter and add ed
Short sound not next to final consonant – add ed
Ends in e – drop the e and add ed
Ends in y – change to i and add ed
There are many irregular past tense verbs
climb
jump

29. The children will investigate the rules for suffixes
Phase 6
The children will investigate the rules for suffixes
-s -es -ing ed
-er -est -y en
-ful -ly -ment -ness
Miss Allen send rules home when chn work on each suffix

30. Phase 6
The children will also begin to investigate how prefixes change the meaning of words
unzip disagree 30

31. What does a Phonics lesson look like?
Revisit/review
Practice phonemes learnt so far.
Teach
Teach new phoneme air
Practice
Buried treasure
air, zair, fair, hair, lair, pair, vair, sair, thair
Apply
Read captions:
The girl has long hair.
The boy had fun at the fair.

32. Mnemonics
A spelling strategy that the children enjoy is making up mnemonics. For example: People – people eat orange peel like elephants Have you used a mnemonic to remember how to spell a word? Can you think of one for the word ‘because’?

33. How can you help at home?

34. How can you help at home?

35. How can you help at home?
Flash cards
Phoneme frame
Magnetic letters

36. Any questions