1. Barley Fields Primary School Phonics Workshop Thursday 22nd September

2. Aim of Phonics Workshop
Quick guide on what phonics is and how you can help your child with phonics at home.
Discuss the Phonics Screening Process which will take place in June 2016

3. Phonics in KS1 Phonics is part of our daily teaching.
In Barley Fields we follow Letters and Sounds.
It is covered:
- during English lessons
- as a discrete lesson
- teaching, modelling and use of phonics is
strongly emphasised during Guided
Reading sessions.

4. Phonics/Letters and Sounds
Phase 1 (Nursery/Reception) Phase 2 (Reception) Phase 3 (Reception) Phase 4 (Reception/Year One) Phase 5 (Year One) Phase 6 (Year One/Year Two)

5. Why Phonics?
Teaching of phonics is an easier concept to enable children to be able to segment and blend words together to be able to read and write more accurately.
In 2012, the new government introduced an agenda for screening phonics in year one.
Because of this agenda, year one are now tested on their ability to segment and blend real and nonsense words.
If children don’t pass this screening process in year one, they will be re- screened in year two.

6. Four key principles in phonics teaching and learning.
1. Sounds (phonemes) are represented by letters (known as a grapheme)
A child needs to learn the letters that make up each sound.
These phonemes can be in the beginning, middle or final position of a word. For example - sat
2. A sound (phoneme) can be represented by one or more letters. These are called digraphs (2 letters, 1 sound) and trigraphs (3 letters, 1 sound)
A single sound can be represented by 2 letters or more e.g. ch ai
vowel digraphs – ai, ee, ie, oa, oo, ar, ir, oi, ou, ay, a-e, u-e etc..
trigraphs – igh, air, ear
During the screening, your child will need to segment the word into it’s sounds, not it’s letters.
For example,
sh-o-p = shop NOT s-h-o-p

7. Four key principles in phonics teaching and learning.
3. The difficulty with teaching phonics is due to the complicated rules of the English language. We have different ways to spell different sounds e.g.
may rain lake
coin boy
4. Another complication in the English language is that we occasionally use the same letters but they have different sounds such as
mean, deaf
This is where children need to learn to use the skill of making sense of the text.

8. The phonic code
Phase 2: letters and their sounds are introduced one at a time. A set of letters is taught each week, in the following sequence:
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
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
Phase 5: alternative pronounciations and spelling patterns.
ay, ou, ie, ea, oy, ir, ue, aw, wh, ph, ew, oe, au,ey, a-e, e-e, i-e ,o-e, u-e

9. Phonics jargon
Blending Children need to be able to hear the separate sounds in a word and then blend them together to say the whole word .
Segmenting Children need to be able to hear a whole word and say every sound that they hear .
Phoneme A phoneme is the smallest unit of sound in a word. It is generally accepted that most varieties of spoken English use about 44 phonemes.
Grapheme A grapheme is a symbol of a phoneme. It is a letter or group of letters representing a sound.
Digraph This is when two letters come together to make a phoneme. For example, /oa/ makes the sound in ‘boat’ and is also known as a vowel digraph. There are also consonant digraphs, for example, /sh/ and /ch/. 
Trigraph This is when three letters come together to make one phoneme, for example /igh/.

10. Oral Segmenting and Blending
Hearing a series of spoken sounds and merging them together to make a spoken word – no text is used
For example, when a teacher calls out ‘b-u-s’, the children say ‘bus’.
This skill is usually taught before blending and reading printed words

11. Split digraphs
A digraph in which the two letters are not next to each other (e.g. make)
a_e e_e i_e
o_e u_e
The Magic ‘e’
A silent letter which changes the vowel before it into it’s letter name such as e.g. ‘make’

12. C.V.C words Consonant-Vowel-Consonant
c a t sh o p
c v c c v c
b e ll l o ck
c v c c v c

13. Segmenting Use of sound buttons and fingers to count sounds
WORD
PHONEMES
shelf sh e l f
dress d r ss
think th i n k
string s t ng
sprint p
flick ck

14. Segmenting Use of sound buttons and fingers to count sounds
cat
chip
turnip
church

15. Phonics Screening
Monday 12th June – Friday 22nd June 2017 – two week window.
1: 1 process with class teacher
Children can have as long as necessary to complete screening
Children are expected to segment correctly and then need to blend the word back together fully
When pronouncing sounds, we need to take care how we say phonemes such as not to add an –uh sound onto the end of sounds such as t j p
Your child may not necessarily use phonics to read on a regular basis. They may have a large bank of words they can easily recognise. These children still need to be familiar with process of reading ‘nonsense/alien’ words

16. Becomes more difficult as test progresses
Real Words
Becomes more difficult as test progresses
Examples of tricky real words
spoilt
second
reaching

17. Pseudo/Nonsense/Alien Words
Becomes more difficult as test progresses
Examples of tricky non- words
quigh
herks
skarld

18. Phonics Screening The benchmark for passing last year was 32 out of 40
Will not know benchmark this year until 2 weeks AFTER screening
Results will be reported along with end of year school report stating whether your child has passed or not.

19. Ways to help your child at home…
Resources
Ways to help your child at home…
PHONICS PLAY
LETTERS AND SOUNDS
EDUCATION CITY
PHONIC FANS
Encouraging your child to segment and blend when reading
Nonsense words (children love making their own)

20. Thank you
Any questions?