1. Phonics Workshop

2. Aims
To develop parents’ confidence in helping their children with phonics and reading
To teach the basics of phonics and some useful phonics terms
To outline the different stages in phonic development
To show examples of activities and resources we use to teach phonics
To share websites which parents can use to support their children
To give parents an opportunity to ask questions

3. Why phonics?
Research shows that when phonics is taught in a structured way – starting with the easiest sounds and progressing through to the most complex – it is the most effective way of teaching young children to read. It is particularly helpful for children aged 5 to 7.
Almost all children who receive good teaching of phonics will learn the skills they need to tackle new words. They can then go on to read any kind of text fluently and confidently, and to read for enjoyment.
Children who have been taught phonics also tend to read more accurately than those taught using other methods, such as ‘look and say’. This includes children who find learning to read difficult, for example those who have dyslexia. If you would like to find out more about phonics, visit the phonics section of the Department for Education website.

4. + 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.

5. Every child in FS and KS1 learns daily phonics at their level
They are grouped according to their ability.
Phonics gradually progresses to learning spellings – rules etc.

6. Daily Phonics Every day the children have 15 minute
sessions of phonics.
• Fast paced approach
Lessons encompass a range of games,
songs and rhymes based on Jolly Phonics.
We use the Letters and Sounds planning document to support the teaching of phonics
There are 6 phonics phases which the children work through at their own pace
Daily Phonics
Phoneme frames, sound buttons, full circle, countdown, flashcards, buried treasure

7. Daily Phonics Review – revisit previous sounds learnt
Teach – New sound of the day or tricky word. Emphasis on sound it makes and letter formation.
Practise – practise writing with chalk, on whiteboards or segmenting and blending to read
Apply – Environment set up for children to practise throughout day
Daily Phonics
Phoneme frames, sound buttons, full circle, countdown, flashcards, buried treasure

8. In school, we follow the Letters and Sounds programme
In school, we follow the Letters and Sounds programme. Letters and Sounds is a phonics resource published by the Department for Education and Skills which consists of six phases.

9. Terminology Phoneme Graphemes Segmenting and blending Digraph Trigraph
Graphemes
Segmenting and blending
Digraph
Trigraph
Split digraph
Abbreviations

10. Phase 1 There are 7 aspects with 3 strands. A1 – Environmental
A2 – Instrumental sounds
A3 – Body Percussion
A4 – Rhythm and rhyme
A5 – Alliteration
A6 – Voice sounds
A7 – Oral blending and segmenting.

11. Phase 2 Set 1: s, a, t, p Set 2: i, n, m, d Set 3: g, o, c, k
Set 4: ck, e, u, r
Set 5: h, b, f, ff, l, ll, ss

12. 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)
They will use these phonemes to read and spell simple “consonant-vowel-consonant” (CVC) words:
sat, tap, dig, duck, rug, puff, hill, hiss
All these words contain 3 phonemes

13. Saying the sounds Sounds should be articulated clearly and precisely.
=DWQ6MeccRCU

14. Phase 3 Set 6: j, v, w, x Set 7: y, z, zz, qu
Consonant digraphs: ch, sh, th, ng
Vowel digraphs: ai, ee, igh, oa, oo, ar, or, ur, ow, oi, ear, air, ure, er

15. They will use these phonemes (and the ones from Phase 2) to read and spell words:
chip, shop, thin, ring, pain, feet, night, boat, boot, look, farm, fork, burn, town, coin, dear, fair, sure

16. Phase 4
This phase consolidates all the children have learnt in the previous phases.

17. Phase 5
Children will be taught new graphemes and alternative pronunciations for these graphemes.
Vowel digraphs: wh, ph, ay, ou, ie, ea, oy, ir, ue, aw, ew, oe, au
Split digraphs: a_e, e_e, i_e, o_e, u_e

19. The grapheme ‘ea’ say ‘e
head
lead
read
ready
bread
header
ahead
instead

20. Phase 6 The focus is on learning spelling rules for suffixes.
-s -es -ing ed
-er -est -y en
-ful -ly -ment -ness

21. Segmenting Phonics Words Your children will learn to use the term:
Children need to be able to hear a whole word and say every sound that they hear .

22. Segmenting
Breaking down words for spelling.
cat
c a t

23. Segmenting
Queen qu ee n

24. Blending Phonics Words Your children will learn to use the term:
Children need to be able to hear the separate sounds in a word and then blend them together to say the whole word .

25. Building words from phonemes to read.
Blending
Building words from phonemes to read.
c a t
cat

26. Blending
Qu ee n queen

27. What does a Phonics lesson look like?
Revisit/review
Flashcards to practice phonemes learnt so far.
Teach
Teach new phoneme air
Practice
Buried treasure
Air, zair, fair, hair, lair, pair, vair, sair, thair
Apply
Read captions:
The goat had hair
The girl had a pair of socks

28. Year 1 Phonics Screening Check
What is the phonics screening check?
The phonics screening check is a quick and easy check of your child’s phonics knowledge.
It helps the school confirm whether your child has made the expected progress.
This takes place early in the summer term.
Children are expected to read both real and pseudo (nonsense) words.
It is simply a test of their phonic knowledge and blending skills, rather than a general reading test.
Pretend parents are the children.
Examples of how we develop language

29. Year 1 Phonics Test

30. Is there anything I can do at home?

31. Oral blending: the robot game
HOW CAN I HELP AT HOME?
Oral blending: the robot game
Children need to practise hearing a series of spoken sounds and merging them together to make a word.
For example, you say ‘b-u-s’, and your child says ‘bus’.
Using the environment to spot sounds/words they already know.

32. How can I help at home?

33. How can I help at home?

34. HOW CAN I HELP AT HOME?

35. How can I help at home? Sound books for Reception
Practise the phonemes together using sound mat
Use as flashcards and use them to make different words at home and play phonics games.
Reading books will be sent home
Useful websites
(phonics part)
(Phonic games)

36. Learning to read should be fun for both children and parents.
Don’t forget…
Learning to read should be fun for both children and parents.

37. Please have a look at some of the resources we use.
Thank you for coming 
Any questions?
Please have a look at some of the resources we use.