1. For Reception and Year 1 Parents 2 of 3 sessions

2. Any questions from last time?

3. In this sessions we will include: The phonics phases (4 and 5) The sounds/graphemes themselves Tricky and high frequency words A selection of phonics games A list of resources you can use

4. Phase 4 – no new sounds to learn To enter Phase 4 you will be able to: represent each of the 42 phonemes by a grapheme be able to blend and segment CVC words Read and spell some tricky words Consolidate knowledge of graphemes for reading and spelling containing adjacent consonants: CV – consonant vowel e.g. no CVC – consonant vowel consonant e.g. cat CVCC –e.g. went, best CCVC - e.g.clap And polysyllabic words e.g. and driftwood

5. Tricky words – Phase 4 (spell = phase 5) Decodeable High Frequency Words Tricky High Frequency Words went it’s from children just help said have like so do were there little one when

6. Phase 5 Alternative phonemes - The same spelling may represent more than one phoneme e.g. mean, deaf Alternative graphemes - The same phoneme can be spelt in more than one way e.g. rain, may, lake

7. Phase 5 – we will be looking at (2 sessions) Alternative graphemes Split digraphs Best fit Spotter Stories Alternative phonemes Tricky and high frequency words Spellings Non-sense words A selection of phonics games and activities The importance of reading at home Information about the Year 1 screening test A list of resources you can use

8. Phase 5: alternative graphemes (the same sound can be represented by different graphemes) The purpose of this phase is to broaden their knowledge of graphemes and phonemes for use in reading and spelling. New graphemes for reading: ay, ou, ie, ea, oy, ir, ue, aw, wh, ph, ew, oe, au, Split-digraphs: a_e, i_e, e_e, u_e, o_e (not the magic e)

9. Phase 5: Split digraphs a_e, i_e, e_e, u_e, o_e A digraph in which the two letters are not adjacent e.g. make I need some volunteers: - tie

10. Phase 5: Split digraphs a_e, i_e, e_e, u_e, o_e A digraph in which the two letters are not adjacent e.g. make I need some volunteers: - tie time

11. Phase 5: Split digraphs a_e, i_e, e_e, u_e, o_e A digraph in which the two letters are not adjacent e.g. make I need some volunteers: - tie time - toe

12. Phase 5: Split digraphs a_e, i_e, e_e, u_e, o_e A digraph in which the two letters are not adjacent e.g. make I need some volunteers: - tie time - toe tone

13. Phase 5: Split digraphs a_e, i_e, e_e, u_e, o_e A digraph in which the two letters are not adjacent e.g. make I need some volunteers: - tie time - toe tone - cue

14. Phase 5: Split digraphs a_e, i_e, e_e, u_e, o_e A digraph in which the two letters are not adjacent e.g. make I need some volunteers: - tie time - toe tone - cue cube

15. Phase 5: Split digraphs a_e, i_e, e_e, u_e, o_e A digraph in which the two letters are not adjacent e.g. make I need some volunteers: - tie time - toe tone - cue cube - thee

16. Phase 5: Split digraphs a_e, i_e, e_e, u_e, o_e A digraph in which the two letters are not adjacent e.g. make I need some volunteers: - tie time - toe tone - cue cube - thee these

17. Phase 5: Split digraphs a_e, i_e, e_e, u_e, o_e A digraph in which the two letters are not adjacent e.g. make I need some volunteers: - tie time - toe tone - cue cube - thee these - ?ae

18. Phase 5: Split digraphs a_e, i_e, e_e, u_e, o_e A digraph in which the two letters are not adjacent e.g. make I need some volunteers: - tie time - toe tone - cue cube - thee these - ?ae came How many conversions can you think of e.g pie?

19. Which of these words contain a split digraph? Just because it has an e on the end doesn’t make it a split digraph – what sound does it make? time spike come some made have bride shine

20. Which of these words contain a split digraph? time  spike  come  some  made  have  bride  shine 

21. Activities to support the learning of new graphemes: Flashcards Quick Copy – show a word, make it as quickly as possible with magnetic letters etc. Countdown – have words on display, how many can you read in 1 minute? Sentence Substitution – substitute a word in a sentence yes/no questions choosing 3 right answers – which 1 is correct? spotter stories (more to come) give chdn nonsense words to write down – shows knowledge of grapheme position make your own nonsense word (more to come)

22. Spotter Stories Find on internet, google phoneme spotter stories Make your own great if finished reading book Read the story and decide on an action to perform every time they hear the target sound. Now, looking at the story and re-reading, underline the target sound. Make a list of the underlined words and discuss which graphemes represent the target sound in each word. sort the words into columns according to the graphemes used to represent the phoneme.

23. Best bet, an example. Supports spellings – look at position eeeaeyye Sheep Feet Meet Keep Need Feed Read Bead Lead Plead Cheat Meat Monkey Donkey Money Chimne y Cockne y Funny Lady Crazy Jesus

24. Game for generating nonsense words How many ways can you think of writing..... cheepou You would say the word out loud with 1 written example on display. Write down as many different ways as they can think of. Discuss position – is it likely to end in ‘ou’?

25. Phase 5: Alternative phonemes or alternative pronunciations Children have already learnt the sounds (phonemes) that graphemes make Now they will learn that sometimes the same grapheme (letter/s) can represent a different phoneme.

26. Fin/find hot/cold cat/cent got/giant but/put cow/blow tie/field eat/bread hat/what/acorn yes/by/very chin/school/chef out/shoulder/could/you Examples of alternative pronunciations (the same grapheme can represent more than one phoneme)

27. Word sort: sort words into sets according to the sound the grapheme is making in each word. Homographs: look the same, pronunciation is worked out by context Wind the bobbin up. She will read it to her little brother. The wind blew the leaves off of the trees. You have to bow when you meet the queen. He read about the frightening monster. Robin Hood used a bow and arrow. NOTE: encourage chdn to always use the sound they learnt first, first. is it a real word? Try again with an alternative pronunciation. Activities to support the learning of alternative pronunciations for graphemes

28. Now it’s your turn: Let’s play word sort with ‘ch’ words. chickchorus chip Charlene chaletheadache rich much chemist brochure Christmas chin machineschool chest Charlotte Activities to support the learning of alternative pronunciations for graphemes

29. Tricky and High Frequency Words These are taught along with the phases HF words: some are decodable however, there are some words that you just cannot sound out! Should be able to read them before expected to spell them Some previously tricky become decodable in P5 e.g. like (a tricky words from P4 which is now decodable) Not always the whole word that is tricky. Start with what you know and highlight which bit is tricky. -learn it -rhyme or saying? e.g. said = Sally Anne is dancing Majority of 100 HF words are decodable by the end of P5. Which bit is tricky?

30. Tricky words – Phase 5 Some P5 HF words contain split digraphs Decodable High Frequency Words Tricky High Frequency Words Don’t Came Old Make I’m Here By Saw Time Very House Put About Your Day Made Oh Called People Mr Mrs Could Asked Their Looked Next 200 common words

31. Spellings – the booklet is now on the school website Look. Cover. Check Motor memory Phoneme frames Spelling booklet – activities -Headlines -That’s an Order -Super Sentences -Rainbow Words -Bubble Letters -Make a word search -Magnetic Letters

32. Making it Fun Freddy Fingers – how many sounds are in a word Cross the river – cross the river if you have ‘ee’ NSEW – 4 sounds/words around the room/garden Rubbish or treasure? - sort words Robot speak What’s in the box? Match the word to the picture Sound hangman – using dots and dashes How many can you read/write in a minute? Make an alien/superhero with a nonsense name! Make oi soup – sorting – can choose any grapheme you like Act it out! Or sound shirades! “ can you (show the word)” Ask your child – they will know how to play.

33. Making it Fun cont Spelling Who wants to be a millionaire (PPP) Rhyme it – target word e.g. feet, how many can you write in 1 min? Rhyming word generation – same as above but sort into columns Practising writing sentences (based on above?) Speedwrite – choose a tricky word e.g. people. Discuss what bit is tricky, how could you remember it? rhyme? Now, write it as many times as you can in 1 min (motor memory) Which is which? use words that get muddled up. Say a sentence containing 1 of the words get chdn write down correct spelling. (e.g. wear/where/were; to/two/too; here/hear; there/their/they’re; of/off) Make the grapheme from playdough

34. Resources School’s website http://www.stbernadette.herts.sch.uk www.letters-and-sounds.com Phonics play website Laurence Haines – spld base in Watford. Free letters and sounds resources. Games, activities etc. http://www.lhaines.herts.sch.uk/spldbase/in dex.html

35. Any Questions? Or anything from last session?

36. I hope you have found today useful. I hope to see you next time.