2. *Fast paced 20 mins daily session. words sounds blend *Children are taught to read by breaking down words ‘graphemes’ into separate sounds or ‘phonemes’. They are then taught how to blend these sounds together to hear and read the whole word.

3. Key principles Sounds ( phonemes) are represented by letters (graphemes) A phoneme can be represented by one letter (grapheme) or by a group of 2 or more letters. e.g. sh, igh, ea. The same sound (phoneme) can be spelt in more than one way. e.g. cat, kennel, choir, sack The same grapheme (spelling) may represent more than one phoneme Mean – deaf Crown – flownField – tie

5. Blending Your child learns to recognise 1 of the letters/ spellings of the 44 sounds (phonemes) and say them and then put them together in words to help them read. c c a a t t

6. Blending Your child learns to recognise 1 of the letters/ spellings of the 44 sounds (phonemes) and say them and then put them together in words to help them read. l l igh t t

7. Blending Your child learns to recognise 1 of the spellings of the 44 sounds (phonemes) and say them and then put them together in words to help them read. c c oa t t

8. Blending Your child learns to recognise 1 of the letters/ spellings of the 44 sounds (phonemes) and say them and then put them together in words to help them read. r r ai n n

9. No ‘schwaing’ in phonics mmmmmmm not muh ssssssssssssss not suh nnnnnnnnnn not nuh

10. http://mrthorne.com/home/phonics/ introduction/

11. High Frequency Words Alongside the teaching of phonics “tricky” high frequency words that cannot be sounded out and are recognised on sight. Eg: was, you, her, they, are, all, the, little, said, there, when, what, have, like

13. Every Year 1 child in the country will be taking the phonics screening check in the same week in June. The aim of the check is to ensure that all children are able to read by the end of year two. This ‘midpoint check’ will ensure that we have a clear understanding of what the children need to learn in year 2.

14. What does the check consist of? 40 words that children read 1:1 with a teacher A combination of real words and psuedo-words, nonsense words or ‘alien’ words. The check will be divided into two sections: Section 1: Phonemes that are usually introduced first to children learning to decode using phonics. Simple word structures. Section 2: Phonemes that are usually introduced later and graphemes that correspond to more than one phoneme. More complex word structures, including two syllable words.

15. The psuedo-words are shown to the children alongside pictures of imaginary creatures to ensure they are not trying to match the pseudo-word to a word in their vocabulary.

16. The check is very similar to tasks the children already complete during phonics lessons. Children will be asked to ‘sound out’ a word and blend the sounds together.eg d-o-g - dog The focus of the check is to see which sounds the children know and therefore the children will be asked to read made up ‘nonsense’ words. THIS IS NOT A SPELLING OR READING TEST

17. The children will complete the check one at a time in a quiet area of the school. The class teacher will conduct all of the screening checks with the children. The screening will only take 5- 10mins with each child.

18. Agreed – hard stuff……..so what are we going to do about it? Our role, in partnership, is key!!

19. Teacher’s will…………. Teach your child phonics daily from the simple to the complex Build your child’s confidence in reading and writing Send home decodable reading books matched to your child’s ability

20. Parents can support their child by…. Helping children recognise the sounds Playing activities/games that are sent home Reading the decodeable reading books sent home every day Visit the recommended websites and apps

21. Websites www.phonicsplay.co.uk www.mrthorne.com www.ltcl.co.uk http://www.teachyourmonstertoread.com/

22. Apps

24. Twinkl