2WALT:Share how phonics is taught in Key Stage 1 – outline terminology and structureShare examples of activities and resources we use to teach phonicsShare websites which parents can use to support their childrenGive you an opportunity to ask questions
3+ Phonics is all about using … knowledge of the alphabet skills for reading and spelling+Learning phonics will help your child to become a good reader and writer.
4Every child in KS1 and lower KS2 has a 20 minute daily phonics or spelling session at their level. Children are brilliant at moving to their phonics groups and working really hard for the short burst of phonics and spelling time.
5Daily Phonics Every day the children have 20 minute sessions of phonics.• It is a fast paced approach.Lessons encompass a range of games, writing on whiteboards and exploration of patterns and rules.There are 6 phonics phases which the children work through at their own pace.Daily PhonicsPhoneme frames, sound buttons, full circle, countdown, flashcards, buried treasure
6Phonic terms your child will learn at school PhonemeGraphemeBlendingSegmentingDigraphSplit digraphTrigraphPhoneme frameSound buttonTricky words
7Glossary:Phonemes: The smallest units of sound that are found within a wordGrapheme: The spelling of the sound e.g. thDiagraph: Two letters that make one sound when readSplit diagraph: Two letters that make one long vowel sound but that are split by a consonant e.g. hopeTrigraphs: Three letters that make one soundSegmenting is breaking up a word into its sounds.Blending : Putting the sounds together to read a wordTricky words: Words that cannot easily be decoded.
8Phonics Screening check – Year 1 A new statutory assessment for all children inYear 1It is designed to confirm whether individual children have learned phonic decoding to an appropriate standard.40 words that children read 1:1 with a teacherA combination of real words and psuedo-words or ‘alien’ words.
9If children do not meet the required pass mark for the check, then additional phonic support will be put in place, if needed.
11Typical lesson 4 part lesson - usually up to 20 minutes. Revisit/Review – practise previously learned letters or graphemesTeach – Teach new graphemes. Teach one or two new tricky words.Practise – Practise blending and reading words with new GPC. Practise segmenting for spelling words with new GPC.Apply – Read or write a caption or sentence using one or more tricky words and words containing the grapheme.
12Phase 5 Teach new graphemes for reading ay, ou, ie, ea, oy, ir, ue, aw, wh, ph, ew, oe, au,a-e, e-e, i-e, o-e, u-eLearn alternative pronunciations of graphemes (the same grapheme can represent more than one phoneme):Fin/find, hot/cold, cat/cent, got/giant, but/put, cow/blow, tie/field, eat/bread, farmer/her, hat/what, yes/by/very, chin/school/chef, out/shoulder/could/you..
13Learning all the variations! Learning that the same phoneme can be represented in more than one way:burnfirsttermheardwork
14Learning all the variations! Learning that the same grapheme can represent more than one phoneme:meat breadhe bedbear hearcow low
15Teaching the split digraph tie timetoe tonecue cubepie pine
17A Real Treat. Tom was very happy A Real Treat! Tom was very happy. It was the weekend and he was off to the beach with his mum and dad, his puppy and baby Pete. ‘Help me pack the green bag,’ said Mum. ‘We need sun cream and lots to eat’. Tom got into his seat in the back of the car and the puppy got on his knee. Pete held his toy sheep. Off they went. Beep! Beep! At the end of the street there was a big truck. It had lost a wheel. ‘Oh, no,’ said Tom. ‘We’ll be here for a week!’ Dad went to speak to the driver to see if he could help. They put the wheel back on. Then Dad said, ‘I must hurry, we need to get to the beach’. At last they got to the sea. Tom and Pete had an ice cream. Mum and Dad had a cup of tea. The puppy went to sleep under a tree.
18Phase 6Phase 6 focuses on spellings and learning rules for spelling alternatives. Children look at syllables, base words, analogy and mnemonics.Children might learn about past tense, rules for adding ‘ing’ and irregular verbs‘tion’ and ‘sion’ words..\Phonics\T-L-234-Memory-Strategies-For-Spelling-Display-Posters.pdf
20How can I help at home? tray trai rain rayn boil boyl boy boi When spelling, encourage your child to thinkabout what “looks right”.Have fun trying out different options…wipe clean whiteboards are good for trying out spellings.tray trairain raynboil boylboy boithroat throwtsnow snoa
21Fun ideasThere are lots of ideas in your pack to help you be as creative as you can to help your child to learn their sounds/tricky words.Splat!Bingo
24At home… Use sound mats to support quick recall Have fun making alien words – put sounds together to make real and not real wordsPlay phonic games – there are lots of useful websitesHave lots of good quality reading books available – use the Library with your childRead everyday with your child if possible – as well as hearing them read, share stories before bedtime and let them catch you reading too!is a really useful website