1. Phonics Workshop
Reception

2. Aims To share how we teach phonics at Torriano Primary
To know the terminology associated with phonics
To know the skills required to support your child at home
To have some activities and ideas to support your child at home
To share/talk through common issues faced by parents at home

3. At Torriano we… teach children to read and write using phonics.
used cued articulation to support the learning of sounds.
we follow the government recommended programme of Letters and Sounds.
provide daily instruction.

4. Glossary Phoneme: the smallest unit of sound, eg ‘s’ or ‘ee’.
Grapheme: the letter that represent a sound.
Digraph: two or more letters making one phoneme.
Blend: bring individual phonemes together to make a word, eg ‘c-a-t’ ‘cat’.
Segment: break a word into individual phonemes, eg ‘hat’ ‘h-a-t’

5. Sight words These are irregular words that are not spelt
phonetically. They should be learnt by sight.

6. Phases Phase 1 (Nursery) Phase 2 (Reception) Phase 3 (Reception)
Phase (Reception/ Year 1)
Phase (Year 1)
Phase (Year 2)

7. Phase 1 Phase Learning Year group Phase 1
Developing speaking and listening skills. Differentiating between different sounds in the world around them. Awareness of patterns of language.
Nursery, reception

8. Phase 2 Phase Learning Year group Phase 2
Continue to develop oral blending and segmenting skills. Learn phonemes and read and write simple captions.
Reception
The simple code.

9. Phase 3
Phase 3
Introduced to larger group of phonemes by end of phase 3. Reading and writing sentences including high frequency words.
Reception, Year 1
The complex code.

10. Phase 4
Phase 4
Consolidating phase 3 learning. Practising reading two syllable words and writing words with adjacent consonants e.g. CVCC words
Reception/Year 1

11. Phase 5
Phase 5
Learning alternative graphemes for previously taught phonemes. Introduction to split digraphs.
Throughout year 1/ year 2
Ay hay, rain, face

12. Phonics for reading
To read children have to read the individual phonemes and blend them together
eg: s-a-t sat

13. Phonics for writing
In writing children have to listen to the whole word and segment it to its individual phonemes
Eg; sat s-a-t
What was this child trying to write?
Cerater

14. Phonics for writing They were trying to write cat but pronouncing
the phonemes incorrectly.
This makes it much harder to learn to read and write.
Watch to hear the phase 2 and phase 3 sounds.

15. Letters and Sounds
Phonics session
Children

16. Start each session with revising what we already know.

17. b
Reveal the new sound – with lots of anticipation and excitement! Show cued articulation sign.

18. Picture sort – words that begin with /b/ and words that don’t begin with /b/

19. bun
bat
bag
Putting our new sound into practise – reading words with /b/ in. When I press the button, say the sound. Then blend the word altogether.
back

20. Fine Motor Skills Monkey bars Playdough Pincer competitions Lego
‘Fine motor’ means small movements that you makes with your
body. In this instance, we are thinking about shoulder, elbow, wrist and
finger movements that allow children to form letters.
Monkey bars
Playdough
Pincer competitions
Lego
Climbing
Messy play
Drawing/ colouring in
Using tools
Peeling stickers

21. Handwriting At Torriano School we teach pre-cursive handwriting.
You can use your Letter-Join log in to practise handwriting at home.

22. How can I help my child at home?
Activity carousel:
Sound books
Word reading games
Busy Things
Writing using sound mats.

23. Common issues ‘My child wont sit down with the sound book’
my page, your page
set a target
offer an incentive
timer
children can tick- active learning
turn it into a game

24. Common issues ‘My child doesn’t like to write’
sound mats and sight word maps
careful with corrections
choose their writing tool
motivating topics
for a purpose
my turn/ your turn

25. Questions