1. Phonics Information meeting OR Foniks Informayshun meating Monday 5 th October

2. Letters and Sounds  6 Phases – fast paced  Phase 1 – Nursery/ early Reception  listening to sounds - environmental, instrumental and body percussion  rhythm and rhyme  alliteration  voice sounds  oral blending and segmenting – crucial skills

3. Phase 2  Children start to learn the letter sounds or phonemes satpin It is important to say the shortest sound!! Phonemes – sounds made with our mouth Graphemes – sounds that are written down  Whisper when modelling quiet sounds - eg sssss not suh  During phase 2, the importance is on saying and learning the sounds, before reading them in books.

4.  We start to blend the sounds straight away so they know what letters are for and to start making up words. Segmenting and blending sounds e.g - c – a – tcat p – i – n pin t – i - n tin  Once children are gaining a secure understanding of the sounds, they will begin to read words using sound buttons. They helps them to pronounce each sound.

5.  During this phase, we also start to teach the children to read some ‘tricky’ words. Also High Frequency Words which are common words.  A home book will be sent out with the children soon with the sounds and tricky words that we are learning. It will be updated as the children progress.  Any help from home always helps support the children, especially if there is a particular sound they are struggling with.

6. Phase 3  This phase now covers the vowel digraphs and trigraphs  ai- ur  ee- ow  igh- io  oa - ear  oo- air  ar- ure  or- er

7. Phase 3  Throughout this phase, the sounds will be recapped, new sounds will be learned.  The segmenting and blending of sounds will continue along with learning the tricky words.  Children are encouraged to start writing short sentences using words that they can sound out.  Handwriting, sentence structure.

8. Activities Phoneme spotting Sentence structure Thinking of sentences Reading sentences Sound buttons Time challenge games Real or fake games

9. Have a go!

10. Phase 4 CCVC words Clap, plum, stick, drum, spot, skip CVCC Sink, jump, went, ring, fast No new sounds are learned at this stage. Only practise and the blends.

11. Phase 5  Trickiest and longest phase as they learn the different ways of spelling the long vowel phonemes eg – ai could be ay, a-e ee – ea, y, e-e, ie, ey, e igh – ie, y, i-e, I Alternative sounds, new sounds, long vowel sounds, short vowel sounds. (See phoneme mat)

12. Alternative pronunciations for graphemes  o – hot, cold  c – cat, cent  g – got, giant  u – but, put  ow, cow, blow  ie, tie, field  ea, eat, bread  er, farmer, her  a – hat, what  y – yes, by very  ch, chin, school, chef  ou – out, shoulder, could, you

13. New Curriculum Phase 5  using the prefix un–   using –ing, –ed, –er and –est where no change is needed in the spelling of root words [for example, helping, helped, helper, eating, quicker, quickest] Phase 6  Spelling rules are introduced in preparation for year 2! It is important to know that not all children will reach this phase as they will need time to consolidate their learning of phase 3,4 and 5.

14. Reading  The process of segmenting and blending continues throughout year one and in life.  Encourage your child to blend the sounds together. If they are unsure, get them to repeat the sounding out process until they hear each of the sounds.  It is important not to rush your child with their reading!  Continue reading picture books or stories at home so that your child can enjoy listening and talking about different events that occur in the story.