1. Year 1 Phonics workshop

2. How can you read this?
I cnduo't bvleiee taht I culod aulaclty uesdtannrd waht I was rdnaieg. Unisg the icndeblire pweor of the hmuan mnid, aocdcrnig to rseecrah at Cmabrigde Uinervtisy, it dseno't mttaer in waht oderr the lterets in a wrod are, the olny irpoamtnt tihng is taht the frsit and lsat ltteer be in the rhgit pclae. The rset can be a taotl mses and you can sitll raed it whoutit a pboerlm. Tihs is bucseae the huamn mnid deos not raed ervey ltteer by istlef, but the wrod as a wlohe. Aaznmig, huh?

3. The key to unlocking the door to reading and writing
PHONICS
The key to unlocking the door to reading and writing
Knowledge
Skills

4. Correct pronunciation sounds Understanding of vocabulary PHONEME

5. PHONEME The smallest unit of sound in a word.
There are 44 phonemes that we teach.
Some are voiced and some are unvoiced

6. The 44 phonemes /b/ /d/ /f/ /g/ /h/ /j/ /k/ /l/ /m/ /n/ /ng/ /p/ /r/
/v/
/w/
/y/
/z/
/th/
/ch/
/sh/
/zh/
/a/
/e/
/i/
/o/
/u/
/ae/
/ee/
/ie/
/oe/
/ue/
/oo/
/ar/
/ur/
/au/
/er/
/ow/
/oi/
/air/
/ear/
/ure/

7. GRAPHEME
Definition…..

8. GRAPHEME Letters representing a phoneme e.g. ou ai igh
Children need to practise recognising the grapheme and saying the phoneme that it represents.

9. Grapheme spotting! At home: Identify graphemes in words.
Think of alternative graphemes that make the same sound (phoneme.)
Think of alternative pronunciations

10. BLENDING

11. BLENDING Recognising the letter sounds in a written word, for example
c-u-p
and merging or ‘blending’ them in the order in which they are written to pronounce the word ‘cup’

12. Blending at home Encourage your child to use their finger to blend.
Re read the word fluently once they have blended the sounds.
Chunk longer words to aid blending

13. SEGMENTING

14. SEGMENTING ‘Chopping Up’ the word into syllables for spelling.
The opposite of blending.

15. pig p i g
church ch ur
boy
curl
thorn
chick
down
shirt

16. TRICKY WORDS Words that are not phonically decodeable e.g. was, the, I
Some are ‘tricky’ to start with but will become decodeable once we have learned the harder phonemes
e.g. out, there,

17. mnemonics
RHYTHM Rhythm Helps Your Two Hips Move
NECESSARY Not Every Cat Eats Sardines (Some Are Really Yummy)

18. Letters and sounds phonics phases

19. Phase 1
Activities are divided into seven aspects, including environmental sounds, instrumental sounds, body sounds, rhythm and rhyme, alliteration, voice sounds and finally oral blending and segmenting.

20. Phase 2
Learning 19 letters of the alphabet and one sound for each. Blending sounds together to make words. Segmenting words into their separate sounds. Beginning to read simple captions.

21. Phase 3
The remaining 7 letters of the alphabet, one sound for each. Graphemes such as ch, oo, th representing the remaining phonemes not covered by single letters. Reading captions, sentences and questions.

22. Phase 4
No new grapheme-phoneme correspondences are taught in this phase. Children learn to blend and segment longer words with adjacent consonants, e.g. swim, clap, jump.

23. Phase 5
Now we move on to the "complex code". Children learn more graphemes for the phonemes which they already know, plus different ways of pronouncing the graphemes they already know.

24. Phase 6
Working on spelling, including prefixes and suffixes, doubling and dropping letters etc.

25. Year One Phonics screening
Year 1 phonics screening check is a short, light-touch assessment to confirm whether individual pupils have learnt phonic decoding to an appropriate standard.
It will identify the children who need extra help so they are given support by their school to improve their reading skills. They will then be able to retake the check so that schools can track pupils until they are able to decode.

27. Useful websites www.parentsintouch.co.uk www.jollylearning.co.uk/