1. Reception Parents Phonics Workshop

2. At Malmesbury Park we teach children to read and write everyday using the ‘Letters and Sounds’ programme. Alongside this we use the ‘Jolly Phonics’ programme to supplement and support ‘Letters and Sounds’, such as using the ‘Jolly Phonics’ actions as we teach each sound.

3. Terminology
* Phonemes: The smallest units of sound that are found within a word
*Grapheme: The spelling of the sound e.g. Th
*Diagraph: Two letters that make one sound when read
*Trigraphs: Three letters that make one sound
*Segmenting: is breaking up a word into its sounds.
*Blending : Putting the sounds together to read a word
*Tricky words: Words that cannot be sounded out.

4. How to say the sounds
Saying the sounds correctly with your child is extremely important!
The way we say sound may well be different from when you were at school.
We say the shortest form of the sounds.

5. Phase 1: Getting ready for phonics
1. Tuning into sounds
2. Listening and remembering sounds
3. Talking about sounds
Music and movement
Rhythm and rhyme
Sound effects
Speaking and listening skills

6. Phase 2: Learning phonemes to read and write simple words
Children will learn their first 19 phonemes:
Set 1: s a t p Set 2: i n m d
Set 3: g o c k Set 4: ck (as in duck) e u r
Set 5: h b l f ff (as in puff) ll (as in hill) ss (as in hiss)

7. Phase 3 – Digraphs
ch – as in chop, chip, rich sh – as in shop, ship, fish th – as in thin, that, then ng – as in ring, king, sing ai – as in rain, pain, chain oa – as in boat, goat, road oo – as in moon, boot, soon ar – as in card, farm, park

8. Phase 3 – Digraphs
or – as in fork, pork, horn ur – as in surf, turn, hurt ow – as in cow, how, town oi – as in coin, foil, oil er – as in letter, hammer

9. Phase 3 – Trigraphs
igh – as in night, light, fight ear – as in hear, near, fear air – as in fair, hair, chair ure – pure, cure, manure Children also learn the letter names in the alphabet in phase 3, but still continue to decode words using the phonemes they have been taught.

10. Phase 4: Introducing consonant clusters: reading and spelling words with four or more phonemes
Phase 4 doesn’t introduce any new phonemes.
It focuses on reading and spelling longer words with the phonemes they already know.
These words have consonant clusters at the beginning: spot, trip, clap, green, clown
…or at the end: tent, mend, damp, burnt
…or at the beginning and end! trust, spend, twist

11. Phase 5
Children will be taught new graphemes and alternative pronunciations for these graphemes.
oy – as in boy, toy, oyster
ir – as in bird, third,
ue – as in glue, blue, clue
aw – as in lawn, yawn, drawn
ew – as in blew, few, new
oe – as in toe, woe
au – as in launch, author
wh – as in when, whisper
ph – as in phonics, dolphin
ay – as in day, stay, play,
ou – as in pound, mountain
ie – pie, tie, cried
ea – pea, meat, steam

12. Phase 5 – Split digraphs
a_e – as in make, sale e_e – as in theme, eve i_e – as in bike, mile o_e – as in bone, pole u_e – as in cube, rule

13. Reading

14. Blending
Blending is the process of saying the individual sounds in a word and then running them together to make the word. For example, sounding out d- o- g and making dog.

15. Tricky words Phase 2: I, the, to, no, go
Phase 3: he, she, we, me, be, was, you, they, all, are, my, her
Phase 4: said, have, like, so, do, some, come, were, there, little, one, when, out, what
Phase 5: oh, their, people, Mr, Mrs, looked, called, asked, could

16. Supporting your child at home
Sound out the word to your child so they can listen to the sounds to blend.
Model blending for them. It is a technique that improves with practice. To start with you should sound out the word and see if a child can hear it, giving the answer if necessary.

17. Share a book with your child little but often
Share a book with your child little but often. 10 minutes each day is enough.
It can be you reading to your child, modelling sounding out, blending, tricky words, point to the words or sounds as you read.
You could just look for the tricky words in the book.
Talk about what is happening in the story, what do you think will happen next?

18. Writing

19. Segmenting ‘Chopping Up’ the word to spell it out
The opposite of blending
Identifying the individual sounds in a spoken word (e.g. h-i-m , s-t-or-k) and writing down letters for each sound (phoneme) to form the word him and stork

20. How to support your child with writing
Correct use of capitals!
Let your child see and hear you segmenting for writing.
Don’t add ‘uh’ to the end of letter sound i.e. ‘muh’
Make writing purposeful, write lists, cards, labels.

21. Remember Say the sounds correctly.
Write in your child’s reading diary or on tapestry when you share a book. This can be any book from school or home, a comic or magazine.
Make it an enjoyable time, without any distractions for both of you.
HAVE FUN!