1. Phonics Meeting for Parents
Thursday 6th October

2. How many phonemes can you hear in cat?
Some Definitions
A Phoneme
This is the smallest unit of sound in a word.
How many phonemes can you hear in cat?

3. These are the letters that represent the phoneme.
A grapheme
These are the letters that represent the phoneme.
Children need to practise recognising the grapheme and saying the phoneme that it represents.
The grapheme could be 1 letter, 2 letters or more!
t ai igh

4. A word always has the same number of phonemes and graphemes!
A phoneme you hear
A grapheme you see
A word always has the same number of phonemes and graphemes!
All key words and definitions in the pack

5. Taught through a mixture of Letters and Sounds, Read Write Inc and Jolly phonics
Phase 1 Acorn
To distinguish between sounds and become familiar with rhyme, rhythm and alliteration.
Phase 2 Acorn
To introduce 19 grapheme-phoneme correspondences.
Phase 3 Acorn/Beech
To teach one grapheme for each of the 44 phonemes in order to spell simple regular words.
Phase 4 Beech
To read and spell words containing adjacent consonants.
Phase 5 Beech
To teach alternative pronunciations for graphemes and alternative spellings for phonemes.

6. Phase 2

7. Once children are good with single phonemes (phase 3)
DIGRAPHS – 2 letters that make 1 sound
ar ee oa ai
TRIGRAPHS – 3 letters that make 1 sound
igh ear

8. Phase 3- next 25 graphemes j, v, w, x y, z, zz, qu
Consonant digraphs: ch, sh, th, ng
Vowel digraphs: ai, ee, oa, oo, oi
Create phonics kits for parents to take home. Have 44 phoneme flash cards and phase 3 tricky words
Show website- show where sounds are, so can hear them
Play video clip using sounds- explain use at the start of most lessons- needs to be automatic.

9. 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’

10. Segmenting ‘Chopping Up’ the word to spell it out
The opposite of blending
Identifying the individual sounds in a spoken word (e.g. h-i-m , s-t-or-k) and writing down letters for each sound (phoneme) to form the word him and stork

11. Segmenting Activity
Using ‘sound buttons’ can you say how many phonemes are in each word.
shelf
dress
sprint
string
With a friend add sound buttons do first one together sh e l f- use the graphemes to help you

12. Did you get it right? shelf = sh – e – l – f = 4 phonemes
dress = d - r - e – ss = 4 phonemes
sprint = s – p – r – i – n – t = 6 phonemes
string = s – t – r – i – ng = 5 phonemes

13. Phonics screening check
Tests whether children can segment and blend the phonemes
Show phase 4 phonics treasure game

14. Phase 4
Children continue to practise previously learned graphemes and phonemes and learn how to read and write:
CVCC words: tent, damp, toast, chimp
For example, in the word ‘toast’, t = consonant, oa = vowel, s = consonant, t = consonant.
and CCVC words: swim, plum, sport, cream,
spoon
For example, in the word ‘cream’, c = consonant, r = consonant, ea = vowel, m = consonant.
They will be learning more tricky words and continuing to read and write sentences together.
Tricky words
said, so, do, have, like, some, come, were, there, little, one, when, out, what

15. Can you use the phoneme frame to work out how many sounds there are in these words?
pig p i g
church ch ur
coat
curl
thorn
chick
down
shirt
Parents have a go on their paper

16. Tricky Words Words that are not phonically de-codeable
e.g. was, the, I, said
By the end of year 1 must be able to read 100 high frequency/ tricky words.
Have laminated copies in their packs
List of computer games on the leaflet

17. Moving onto the next phase
We assess whether children can read the sounds in real words and alien words.

18. Phase 5
Children will be able to read and spell words with adjacent consonants.
Learn more graphemes for the same sound
ay may I play
a-e bake a cake

19. Jane Bakes a Cake.
ai ay a_e
One rainy Saturday Jane baked a cake. She went all the way to the shops on her skates.
When Jane got home she made a big cake. She put a slice on a plate and ate it.
Then Jane went outside to her pet reindeer. She gave him a plate of hay, but he did not eat it. The reindeer did not eat any hay on Saturday, or Sunday, or Monday. Jane did not know what to do.
On Tuesday, Jane took some of her cake on a plate to her reindeer. He ate it all up! Jane said he could have another plate of cake, but only if he ate all of his hay... so he did!

20. Watch one of our lessons!