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).

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!

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

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.

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!