1. Welcome to our
phonics workshop
October 2015

2. Our aim for tonight...
Understand more about what phonics is and how we teach it at school
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

3. When do we cover the 6 phases?
Reception
Covers Phases 1, 2 and 3
Year 1
Covers Phases 4 and 5

4. Letters and Sounds Phase 0ne

5. Phase One aspects Environmental sounds Instrumental sounds
Body percussion
Rhythm and rhyme
Alliteration
Voice sounds
Oral blending and segmenting
7 ASPECTS

6. Environmental Sounds Listening walks (indoors and outdoors)
Drumming outdoors
Sound lotto
Singing phonics
Drumming outdoors with beaters
Environment sounds lotto
Singing phonics, each song supports the different aspects

7. Instrumental sounds Match the sound Which instrument? Music to story
Match the sound, children all have an instrument, teacher plays her instrument and children who have the same respond
Teacher plays instrument behind screen and children have to identify which instrument
Music to story, eg Whatever next

8. Body Percussion Action songs Sounds made by different parts of body
Pass the sound around the circle
Eg stamping, clapping, rubbing hands together
Pass the sound round the circle, eg a clap

9. Rhythm and rhyme Silly soup game Nursery rhymes and songs
Playing with words
Repetitive stories
I am aking lots of silly soup
I am making soup that’s silly
I am going to put it in the fridge to make it nice and chilly
When rhyme has stopped child holding the bowl to find 2 things that rhyme
Clapping syllables to pictures eg ladybird and umbrella
Repetitive stories, gingerbread man

10. Alliteration Digging for treasure Same sound sentences
Hidden pictures in sand beginning with same letter,
Davids dangerous dinosaurs

11. Voice sounds Mouth movements Voice cards visual cards Voice change
Mouth movements, bubbles, mirrors, blowing etc
Voice change, pitch change

12. Oral blending and segmenting
Adult begins to model oral blending e.g. get your h-a-t
I spy
Sound talk across the river game
Spell out the word eg p-e-g child who has that object can cross the river

13. Phase One was designed to help children to:
Listen attentively
Enlarge vocabulary
Speak confidently
Discriminate phonemes
Reproduce audibly the phonemes they hear
All 7 aspects were designed with the intention of teaching children important basic elements of the letters and sounds program, such as oral segmenting and blending. Although phase one concentrates largely on CLL it also draws on the other areas of the EYFS and provides lots of opportunities to enrich language within the 6 areas

14. Phonics Phase 2 and 3 Reception

15. Phase 2 Is the start of systematic phonic work.
Begins the understanding of grapheme- phoneme correspondence.
Understand that words are constructed from phonemes and that phonemes are represented by graphemes.

16. Phonemes s a t p i n m d g o k ck e u r h b f ff l ss c ll
A Phoneme is the smallest unit of sound in a word. s a t p i n m d g 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.

17. Next steps … Children then begin to blend for reading.
Starting with simple VC (vowel consonant) words e.g at, it, is
and then to CVC (consonant vowel consonant) words. E.g dog, cat, man

18. BLENDING
Recognise and say the letter sounds in a written word, for example:
s-a-t
by merging or ‘blending’ them in the order in which they are written to pronounce the word ‘sat’.

19. How many phonemes in each word?
Segmenting Activity
How many phonemes in each word?
self s- e- l- f
4 phonemes
dress d- r- e- ss
4 phonemes
sprint s- p- r- i- n- t
6 phonemes

20. Phase 3
Completes the teaching of the alphabet and children move onto sounds represented by more than 1 letter.
DIGRAPHS – 2 letters that make 1 sound
ll ss zz oa ai
TRIGRAPHS – 3 letters that make 1 sound
igh air

21. Phase 3 phonemes j v w y z zz qu ch sh th ai ee igh oa oo ar or ur owng ai ee
igh oa oo ar or ur ow oi
ear
air
ure er

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

23. Now you have the knowledge….
Play lots of sound and listening games with your child. For Example…
I spy.
Make sound cards and make words (real and nonsense ones) sounding them out.
Make duplicate sounds and play pairs… matching games.
Stick sounds on items that start with that letter sound.
At home, on car journeys, outings ask children to find as many things they can that start with a sound chosen.
Let them hear sounds… sound talk to them. “Fetch me your c-oa-t”!
Encourage and praise – get them to have a ‘good guess’.
Ask if you want to know more.
Make it fun and in short, sharp bursts!

24. Make it fun and in short, sharp bursts!
Our reading scheme
We will begin by sending home picture books for the children to
talk through with you.
ILet them create a story following the pictures
Get them to find an object on the page which begins with a certain sound.
Get them to predict how the story ends, it doesn’t matter if it’s a different ending
Ask them which part of the story they enjoyed.
Talk about the different feelings shown by the characters.
Make it fun and in short, sharp bursts!

25. Our reading scheme Make it fun and in short, sharp bursts!
We will then send home books with words
Choose a good time of the day to read with your child. They often need a break from
straight after school. Maybe before bed, maybe in the morning.
Make it a special time away from the distraction of TVs, with a sticker reward and lots of praise.
Should be practise not a chore. If they are too tired, leave it until the weekend. Important that they enjoy their reading.
Please do write which books you have read and write comments- ‘Found this tricky!’ ‘Enjoyed this!’
Please let’s work together- talk to us, this a team event we want to do the best for your child.
Read as much as possible to and with your child.
Involve everyone in the family- grandparents, dads, friends ….
Make it fun and in short, sharp bursts!

26. Phase 4 and Phase 5

27. Phase 4
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, such as trap, string and milk.

28. Phase 4 were said there have little like one so when do out some what
Tricky words
During Phase 4, the following tricky words (which can't yet be decoded) are introduced:
were
there
little
one
when
out
what
said
have
like so do
some
come

29. Phase 5
In Phase Five, children will learn more graphemes and phonemes. For example, they already know ai as in rain, but now they will be introduced to ay as in day and a-e as in make.
Alternative pronunciations for graphemes will also be introduced, e.g. ea in tea, head and break.
Phase 5 is a long unit, taught throughout Year 1.

30. Year 1 Phonics Screening Check
Designed to give teachers and parents information on how the child is progressing in phonics.
Two sections in this 40-word check and it will assess phonics skills and knowledge learned through Reception and Year 1.
Takes 5-10 minutes per child
It is a school-based check to make sure that the child receives any additional support promptly- practice time is given, it is not stressful for children.