1. John Perry Primary Reception Phonics Workshop

2. Aims To share how phonics is taught in Reception at John Perry
To develop parents’ confidence in helping their children with phonics and reading
To teach the basics of phonics and some useful phonics terms
To outline the different stages in phonic development
To show examples of activities and resources we use to teach phonics
To share websites which parents can use to support their children

3. What is phonics and how can I help my child at home?

4. + Phonics is all about using … knowledge of the alphabet
skills for reading and spelling +
Learning phonics will help your child to become a good reader and writer.

5. Every child in EYFS and KS1 learns daily phonics at their level
In KS2 children continue to learn phonics through spelling patterns and rules.

6. Every day the children have 20-30 minute sessions of phonics.
• Fast paced approach
Lessons encompass a range of games,
songs and rhymes
We use the Letters and Sounds planning document to support the teaching of phonics
There are 6 phonics phases which the children work through at their own pace
Daily Phonics
Phoneme frames, sound buttons, full circle, countdown, flashcards, buried treasure

7. Phonic terms Phoneme (sound) Grapheme (letter formation)
Blending (putting sounds together to make word)
Segmenting (breaking word into sounds)
Digraph (2 letter sounds /oo/ /ch/)
Trigraph (3 letter sounds /igh/)
CVC (consonant, vowel, consonant)
Sound button
High Frequency Words/ Tricky Words/ Sight words

8. Phase 1: Getting ready for phonics
1. Tuning into sounds
2. Listening and remembering sounds
3. Talking about sounds
Music and movement
Rhythm and rhyme
Sound effects
Speaking and listening skills

9. How can I help at home? Nursery rhymes, songs, action rhymes.
Add sound effects to stories.
Music and movement: rhythm, guess the instrument.
Talking about sounds: listening walks, loud/soft, high/low, silly noises.
Speaking & listening: silly sentences “Happy Harry hops”, mimics, animal sounds.

10. Phonics Words Blending
Your children will learn to use the term:
Blending
Children need to be able to hear the separate sounds in a word and then blend them together to say the whole word .

11. Blending
b-e-d = bed
t-i-n = tin
m-u-g = mug

12. Phonics Words Segmenting
Your children will learn to use the term:
Segmenting
Children need to be able to hear a whole word and say every sound that they hear .

13. Segmenting
cup = c-u-p
pen = p-e-n
hop = h-o-p

14. How can I help at home? Oral blending: the robot game
Children need to practise hearing a series of spoken sounds and merging them together to make a word.
For example, you say ‘b-u-s’, and your child says ‘bus’.
Shall we go to the ‘sh-o-p’? It’s time to brush your ‘t-ee-th’.
Would you like to practise?

15. Phase 2: Learning phonemes to read and write simple words
Children will learn their first 19 phonemes:
Set 1: s a t p Set 2: i n m d
Set 3: g o c k Set 4: ck (as in duck) e u r
Set 5: h b l f ff (as in puff) ll (as in hill) ss (as in hiss)
They will use these phonemes to read and spell simple “consonant-vowel-consonant” (CVC) words:
sat, tap, dig, duck, rug, puff, hill, hiss
All these words contain 3 phonemes.

16. Phonics Words sound (phoneme) sounds that can be heard in words
Your children will learn to use the term:
sound (phoneme)
sounds that can be heard in words
e.g. c-a-t

17. Letter name (grapheme)
Phonics Words
Your children will learn to use the term:
Letter name (grapheme)
This is how a sound is written down

18. Phoneme frame and sound buttons
Phonics words
Phoneme frame and sound buttons c a t f i sh _

19. Phoneme frames activity
d e u g o n
t ck

20. Answers d u ck t e n _ d o g _

21. High Frequency Words Tricky Words Sight Words
There are many words that cannot be blended or segmented because they are irregular.
the was said you some

22. Phase 3: Learning the long vowel phonemes
Children will enter phase 3 once they know the first 19 phonemes and can blend and segment to read and spell CVC words.
They will learn another 26 phonemes:
j, v, w, x, y, z, zz, qu
ch, sh, th, ng, ai, ee, igh, oa, oo, ar, or, ur, ow, oi, ear, air, ure, er
They will use these phonemes (and the ones from Phase 2) to read and spell words:
chip, shop, thin, ring, pain, feet, night,
boat, boot, look, farm, fork, burn,
town, coin, dear, fair, sure

23. ship chick night Phoneme Frame Game How to play:
Say it, Say it, robot sounds (segment) and say the word (blend)
Now can you write the sounds you hear in the phoneme frame?
ship chick
night

24. Answers sh i p ch i ck _
_ _ n
igh t
Sound buttons _

25. Phase 4: Introducing consonant clusters: reading and spelling words with four or more phonemes
Children move into phase 4 when they know all the phonemes from phases 2 and 3 and can use them to read and spell simple words (blending to read and segmenting to spell).
Phase 4 doesn’t introduce any new phonemes.
It focuses on reading and spelling longer words with the phonemes they already know.
These words have consonant clusters at the beginning: spot, trip, clap, green, clown
…or at the end: tent, mend, damp, burnt
…or at the beginning and end! trust, spend,
twist

26. Is there anything I can do at home?

27. How can I help at home? tray trai rain rayn boil boyl boy boi
When spelling, encourage your child to think
about what “looks right”.
Have fun trying out different options…wipe clean whiteboards are good for trying out spellings.
tray trai
rain rayn
boil boyl
boy boi
throat throwt
snow snoa

28. At home
Practise the phonemes together – robot talk, I-spy games using sounds (something that begins with ……. ends with ……… middle sound is…………)
Use sound cards to make words and change one at the time to make different words at home and play phonics games
Read everyday with your child
(including ‘Bug Club’)
Encourage your child to ‘sound out’ when writing

29. Early Learning Goal (ELG) Reading
Children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read.

30. Early Learning Goal (ELG) Writing
Children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.

31. Websites www.phonicsplay.co.uk http://www.northwood.org.uk/phonics.htm

32. Don’t forget…
Make it
fun!

33. Phonics lesson sequence
Revisit/Review
Revise learnt digraphs and trigraphs – use flashcards.
Play ‘gladiator game’ by placing the cards in the middle of the circle. Choose 2 children at a time to race to the corresponding card of the sound you make. Repeat a few times with different children.
Teach
Show children the flashcard ‘said’. Explain that this is one of those tricky words that we can’t sound out.
Use MTYT saying ‘said’. Practise saying ‘said’ in sentences. Write a few HF words on whiteboard with ‘said’ written a few times amongst them. Invite chn to come and circle ‘said’. Repeat a couple of times.
Practise
Play speed write with ‘said’.
Teacher model writing a sentence e.g. ‘Mum said I am good.’
Oral rehearsal first. Count the words.
Get pupils to help you write a sentence.
Make mistakes e.g. no capital, no finger spaces so chn can correct you. Remind chn what tools we can use to help us e.g. the word wall, the alphabet washing line etc. Read and check sentence.
Apply
Turn to a partner and say a sentence using ‘said’.
Children then write their own ‘said’ sentence on their boards.
Encourage oral rehearsal as you go around. Check for mistakes.
Model where necessary. Invite chn to show their boards.
Ask some to read sentences aloud. Recap what word we learnt today.
H/w Teach your family our new sight word! Also ask them to look for it when they are reading stories later. Display ‘said’ on word wall.

34. Come and see phonics lessons in action!
Friday 3rd February
Friday 10th February
HALF TERM
Friday 24th February
All at am in your children’s classrooms. Please sign up if you want to come along.

35. Any questions or comments?