1. Ducklington Phonics Workshop

2. AIMS To share how phonics is taught in F1 > To show examples of activities and resources we use to teach phonics To develop parents’ confidence in helping their children with phonics To give parents an opportunity to ask questions

3. WHAT IS PHONICS? Children develop awareness that spoken words are made up of different sounds (phonemes) and they learn to match these phonemes to letters (graphemes) “A cow makes the moo sound but it’s called a cow” Phonics is about children knowing how sounds (phonemes) link to letters (graphemes) Phonics is the main way in which we help your child to learn to read and write.

4. Every day the children have at least one session of phonics led by an adult Lessons encompass a range of games, songs and rhymes We also plan opportunities for children to practise phonics in their child-initiated activities Letters and Sounds and Jolly Phonics There are 6 phonics phases which the children work through at their own pace Phase 1: Aspects 1-6 > General sound discrimination > Alliteration and rhyming DAILY PHONICS

5. HOW CAN I HELP AT HOME? Nursery rhymes*, songs, action rhymes. Add sound effects to stories. Music and movement: rhythm, guess the instrument. Talking about sounds: listening walks, loud/soft, high/low, silly noises. Activities listed in information booklet (page 4) CONTINUE THROUGHOUT F1 * Bookstart website – The benefits of rhyme

6. PHASE 1: ASPECT 7 Your children will learn to use the term: Blending Children need to be able to hear the separate sounds in a word and then blend them together to say the whole word before they start using letters Lesson demonstration – Cross the River (JM) Sounds should be articulated clearly and precisely (links in information booklet)

7. Blending Children need to practise hearing a series of spoken sounds and merging them together to make a word For example, you say pass the ‘c-u-p’, and your child says ‘cup’ Games list in information booklet (page 5) HOW CAN I HELP AT HOME?

8. PHASE 1: ASPECT 7 Your children will learn to use the term: Segmenting Children need to be able to hear a whole word and say every sound that they hear Lesson demonstration – Metal Mike (JM) Sounds should be articulated clearly and precisely

9. HOW CAN I HELP AT HOME? Segmenting Children need to practise separating the sounds in words For example, you say pass the ‘cup’ and your child says ‘here is the c-u-p’ Games list in information booklet (page 6)

10. PHASE 2 Once children are secure with oral blending and segmenting they need to build up their letter recognition Then they can link everything together and really begin to read and write Lesson demonstration – Jolly Phonics: read story, sound, action, song, air writing. Find the Sound song. (KR) Sounds should be articulated clearly and precisely

11. HOW CAN I HELP AT HOME? Practise saying the phoneme and grapheme Sing the song while doing the action Write the grapheme – large and small scale e.g. paintbrushes and water outside, chalk on tarmac, whiteboards, handwriting sheet, paint, bubbles in the bath etc. Games – find the letter in books, on food packaging, amongst magnetic letters on the fridge etc.

12. PHASE 2 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) DIGRAPHS They will use these phonemes to read and spell simple “consonant-vowel-consonant” (CVC) words: sat, tap, dig, duck, rug, puff, hill, hiss

13. BLENDING FOR READING Children need to practise instantly recognising phonemes and blending them together to read words Lesson demonstration – What’s in the Box (KR) Sounds should be articulated clearly and precisely What happens if they are not? cuh-a-puh versus c-a-p

14. SEGMENTING FOR SPELLING Children need to practise orally breaking down the sounds they hear in words and writing one sound at a time Lesson demonstration – Phoneme Frames (KR)

15. HOW CAN I HELP AT HOME? Phoneme frames and sounds buttons More activities listed in information booklet (page 8) cat fish..... _

16. PHONEME FRAMES ACTIVITY log duck fill

17. ANSWERS log...

18. duck.. _ ANSWERS

19. fill ANSWERS.. _

20. TRICKY WORDS There are many words that cannot be fully blended or segmented because they are irregular. thewassaidyou some These require lots of practise at home – instant recognition of these will build up fluency in reading Ideas listed in information booklet (page 11) Words will be added to phonics packs

21. PHASE 3 Children will learn another 26 phonemes: j, v, w, x, y, z, zz, qu ch, sh, th, ng, ai, ee, igh, oa, oo, ar, or, ur, ow, oi, ear, air, ure, er TRIGRAPHS Children will use these phonemes (and the ones from Phase 2) to read and spell words e.g: chip, shop, thin, sing, pain, feet, right, boat, boot, look, farm, fork, burn, town, coin, dear, fair, sure

22. PHONEME FRAMES ACTIVITY ring chick night

23. ANSWERS ring.. _

24. _. _ chick

25. ANSWERS night. _.

26. AT HOME Phonics Packs for every child in F1 – the more you practise, the more you’ll learn, the more you’ll achieve Read everyday with your child if possible Useful websites listed in information booklet (page 14) Questions

27. Usernames and Passwords in Phonics Packs Picture books will be allocated until oral blending and segmenting is secure

28. Why should you read wordless picture books? Sharing stories is key to the development of literacy and communication skills The story emerges through exploring the illustrations, rather than the words on the page - this leaves the child free to become more involved in the storytelling process Studies show dramatic increases in vocabulary Familiarisation with the website Please have a go before our next workshop

29. DON’T FORGET… We want all children to have a real love for books! Learning to read should be fun for both children and parents.