5. Like Jolly Phonics, the children linked a word/picture/gesture to remind them of the sound/spelling links. Phonics was practised every week as part of a 45 minute lesson. Every lesson involved oracy and literacy. One week – the literacy component focused on phonics and had a mini writing/reading session. Next week – the literacy component focused on writing/reading and did a 5 minute phonics session (often a warm up).

6. ON LL U, û Graphemes on the IWB for phonics swatting Children hear a sound and tap the appropriate grapheme Could extend this to words which model one (or more?) sounds to identify and tap which GPC they heard I used to have options – three slides: assez difficile, difficile, très difficile. Children can choose what “level” they want to try or the really brave can have the class choose for them!

7. Design a storybird. Press print screen to capture a shot of each page Paste into a powerpoint No hassle with slow internet, firewalls, etc! This can be used as an ongoing resource

10. This child has learned the written & spoken word together. They are trying to write words from memory. Sometimes they can remember the whole word. Sometimes they use L1 sound/spelling links. They have been learning MFL phonics for about two weeks. I changed the teaching. Trying to write words from memory was challenging and time consuming. They are still seeing and saying the words simultaneously. Now they are given two options: one word spelled correctly, the other was wrong. All the children could generally recognise and reproduce the right word.

11. These words weren’t part of the core vocabulary the children learned. I used the stories for entertainment, enjoyment and to “expose” them to a range of additional vocabulary. The slide below was particularly memorable! This is still learning to recognise words!