1. Phonic Workshop 18 September 2017

2. What is phonics?
Phonics involves connecting the sounds of spoken English with written representations These sounds are blended together to construct words.
Synthetic phonics = sounding out and blending as the primary method of reading.
Systematic phonics = teaching phonics in an explicit, effective, systematic and organised way following a sequence.
We teach phonics alongside comprehension skills and word recognition 1

3. What does it look like to me?

4. Teaching Phonics is a Statutory Requirement.
Children have DAILY phonic instruction from Reception to Year Two.
There is Phonics screening in Year One.
Phonics intervention support for Key Stage Two.

5. Phonics terminology … consonants
Phonemes where the flow of air is cut off partially or completely
vowel
Phonemes where air flows through the mouth unobstructed
decode
To take written letters and translate them into sounds
encode
To translate spoken language into written symbols
grapheme
Written representation of sounds.
phoneme
Basic sound unit of speech
CVC word
A consonant-vowel-consonant word
trigraph
A group of three letters used to represent a single sound
digraph
A pair of characters used to write one phoneme
Split digraph
A grapheme split between a single letter representing one phoneme

6. So…..how many phonemes are there?44

7. So…..how many graphemes are there to represent these phonemes?
144

8. Synthetic Phonics requires 3 skills
1. Knowledge of the Alphabetic code and technical skill in enunciation.
2. Blending = READING -
Looking at each grapheme in a written word. Working out which phoneme they represents and then merging these phonemes together to make a word.
Antidisestablishmentarianism
3. Segmenting = SPELLING
Identifying each phoneme in a spoken word and working out which grapheme it represents. Then sequencing these graphemes to make a word..

9. Ideal trajectory Letters and Sounds phases
Autumn
Reception
Phase 1/2
Spring
Phase 3
Summer
Phase 3/4
Autumn 1
Year 1
Phase 4/5
Autumn 2
Phase 5
Throughout
Year 2
Phase 6
Ongoing phase 1

10. Phase 1 Environmental sounds General sound discrimination
Instrumental sounds
Body percussion
Rhythm and rhyme
Alliteration
Voice sounds
Oral blending and
segmenting
General sound discrimination
3 strands:
Tuning into sounds
Listening and remembering sounds
Talking about sounds

11. Phase 2
Teaches 23 phonemes and children begin to blend and segment CVC simple words
c-a-t p-i-n-
Simple digraphs are introduced .
Phase 2

12. Phase 3
Knowing one grapheme for each phoneme
Reading and spelling a wide range of CVC words using all letters and less frequent consonant digraphs and some long vowel phonemes.

13. We looked at the bois and gurls on the noo slighd phonetically plausible?

14. Phase 4
Working on:
Segmenting and blending adjacent consonants in words and applying this in spelling and reading
CVCC, CCVC, CCCVC
Remember that each letter is still one phoneme!

15. Phase 5
Working on:
Reading phonically decodable two-syllable and three-syllable words.
Using alternative ways of pronouncing and spelling the graphemes corresponding to the long vowel phonemes.
Spelling complex words using phonically plausible attempts.

16. Tricky Words (non-compliance words)
Children should be taught to read words that are not completely phonically regular as quickly as possible.
Children need to be taught to read tricky words on sight so that they do not have to spend time puzzling them out.
Practise speedy recall of tricky words eg flashcards

17. Key messages Knowledge of the alphabetic code is essential.
Phonics needs to be taught daily .
Phonics needs to be taught in context and be pervasive throughout the teaching and learning environment in order for it to be effective.
All phases are porous and will need revisiting and consolidation.
Phonics must be systematically planned for accelerated progress through the trajectories in order for children to reach the required standard by the end of year one and into year two.

18. Remember that phonics should be fun. http://www. phonicsplay. co