1. Year 1 Phonics Master Class
Welcome
Year 1 Phonics Master Class

2. Thank you… Firstly, thank you for attending!
Secondly, thank you for your continued support!
We hope you find the following information useful and if you do have any questions, please ask!
Inspiring today’s children for tomorrow’s world

3. www.gov.uk/phonics What is phonics? Why phonics?
Inspiring today’s children for tomorrow’s world
What is phonics?
Phonics is a way of teaching children to read quickly and skilfully. They are taught how to:
recognise the sounds that each individual letter makes;
identify the sounds that different combinations of letters make - such as ‘sh’ or ‘oo’; and
blend these sounds together from left to right to make a word.
Children can then use this knowledge to ‘de-code’ new words that they hear or see. This is the first important step in learning to read.
Why phonics?
Almost all children who receive good teaching of phonics will learn the skills they need to tackle new words. They can then go on to read any kind of text fluently and confidently, and to read for enjoyment.
Children who have been taught phonics also tend to read more accurately than those taught using other methods, such as ‘look and say’.

4. Inspiring today’s children for tomorrow’s world
Letters and Sounds…
National Phonics scheme published by the Department for Education
This year it has been updated in accordance with the new National Curriculum
Designed to be taught to 5 year olds with the aim of them becoming fluent readers by the age of 7.
We do use resources from other companies and schemes to fit the learning needs of all children.

5. Letters and Sounds & the Phases…
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Letters and Sounds & the Phases…
Phase 3 – At the beginning of the year most children will know some phase 3 middle vowel grapheme e.g. ai and ur, they will have used them to write CVC words e.g. wait and hurt.
Phase 4 – This is the next stage where we teach the children to use the phase 3 graphemes to build up longer words e.g. g-r-ee-n. We call this a CCVC word. The words keep getting longer and more complicated until we reach polysyllabic words such as ‘starlight’ and ‘pondweed’. This should take about a month.
Phase 5 – This is a much longer section and will take the rest of the year to complete. It includes learning new graphemes for each of the phase 3 phonemes that the children already know, for example, which spelling to use for snail, play, make, acorn and they and where these spelling patterns occur in words.

6. Terminology… Phoneme – a sound
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Terminology…
Phoneme – a sound
Grapheme – written representation of the sound
Initial Sounds – a single letter with a single sound
Digraph – two letters that make one sound
Trigraph – three letters that make one sound
Split Digraph – two letters that make one sound but are split from each other in written form.
Decode/blend – when reading to find all of the sounds in the word and then put it back together by blending them.
Segment – To say a word and break it down into the sounds you can hear to aid spelling and writing,
Tricky word – A word that cannot be blended and is high frequency to reading.
GPC – Grapheme – Phoneme Correspondence
CVC, CCVC, CCVCC etc – Make up of words in terms of consonants and vowels.

7. ch sh th ng Phase 3 … ai ee igh oa oo oo ar or ow ur oi er ear air ure
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Phase 3 … ch sh th ng
Consonant graphemes;
Vowel graphemes; ai ee
igh oa oo oo ar or ow ur oi er
ear
air
ure

8. chair seen coin light nail fork Phase 3 …
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Phase 3 …
chair
seen
coin
light
nail
fork

9. ch air s ee n c oi n l igh t n ai l f or k Phase 3 …
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Phase 3 … ch
air s ee n c oi n l
igh t n ai l f or k

10. frost crunch starlight Phase 4 …
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Phase 4 …
Uses all of the initial sounds and phase 3 vowel graphemes to build up longer words.
Have a go at finding the number of graphemes in each word.
frost
crunch
starlight

11. h e l p f r o s t ch e s t t e n th p ai n t c r u n ch s t ar l igh t
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Phase 4 …
Uses all of the initial sounds and phase 3 vowel graphemes to build up longer words. h e l p f r o s t ch e s t t e n th p ai n t c r u n ch s t ar l
igh t
At this stage children will
learn to read polysyllabic
Words. p o n d w ee d

12. Phase 5 … ai ee igh oa oo or ow oi er ar ur oo au ou oy ir ear ay e-e
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Phase 5 …
Children learn different ways of reading and spelling each of the phase 3 sounds that they already know. ai ee
igh oa oo or ow oi er ar ur oo au ou oy ir
ear ay
e-e ie oe ue ea aw
air
a-e
i-e
o-e
u-e ie ow ew
ure wh ph ey
We then go on to teach them other spelling patterns that join the list that we have already made for each sound.

13. p l ay t r ay s n ai l t r ai n c a k e g a t e Phase 5 …
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Phase 5 …
We teach the children how to apply their new graphemes by talking about the ‘best bet’. p l ay t r ay s n ai l t r ai n c a k e g a t e

14. Nonsense words … What a load of nonsense!!
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Nonsense words …
What a load of nonsense!!
Actually it helps the children to decode unfamiliar words and become more fluent and able readers!!
.A child who is a good reader, and good at applying their phonics will be able to use their knowledge of GPC’s to decode any words whether it is familiar or unfamiliar.
You can see this evidenced in their writing. Readers who learn to read from sight find it difficult to apply their phonics in writing.

15. Inspiring today’s children for tomorrow’s world
Next step…
If children know all their graphemes we still need to help them practice finding them in words!
The Screening isn’t about just knowing the graphemes.
The children must be able to find the graphemes in words!!
Point to EVERY sound! – We start to do this in school again! Now they are becoming more confident readers we take it back to basics and sound out every word!

16. Inspiring today’s children for tomorrow’s world
Phoneme Spotting…
Steve and Pete went down the river on their boat. It started to rain and they got soaked. Soon they felt hungry and went for a burger and some chips. Then it was time to go home and Steve used a phone to call his mum. She came in the car and took them home just in time before the storm set in and it rained even harder.

17. Inspiring today’s children for tomorrow’s world
Phoneme Spotting…
Steve and Carl went out to play, down the river on their boat. It started to rain and they got soaked. Soon they felt hungry and went for a burger and some chips. Then it was time to go home and Steve used a phone to call his mum. She came in the car and took them home just in time before the storm set in and it rained even harder.

18. National Phonics Screening …
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National Phonics Screening …
Week beginning 15th June 2015
We screen the children in December, February and April.
Screening is administered on a 1:1 basis.
It is possible that as a school we could be moderated.
Pass rate 32 out of 40ish!!!

19. Inspiring today’s children for tomorrow’s world
Nonsense words…
If the children do not get into the habit of pointing to the sounds, ‘ot’ can easily become ‘to’ as they will try and read by sight.

20. Inspiring today’s children for tomorrow’s world
Past Papers…
Have a look through the past paper booklets and feel free to ask any questions.

21. sh i n e h u g e ph o n e f o p e g i n e
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Split diagraphs…
a-e
e-e
i-e
o-e
u-e sh i n e h u g e ph o n e f o p e g i n e

22. ure ear air igh sair s air s air r Trigraphs…
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Trigraphs…
ure
ear
air
igh
Three letter graphemes are the hardest for the children to spot in words. Take this nonsense word for example….
is the correct is not!
pronunciation,
sair s
air s
air r

23. Inspiring today’s children for tomorrow’s world
Phonicsplay.co.uk

24. Inspiring today’s children for tomorrow’s world
More useful websites…
Or just Google ‘National Phonics Screening resources’.

25. How to support your child at home…
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How to support your child at home…
Daily reading
Use of flash cards before each reading session
Identify the sounds that your child doesn’t know and display them everywhere!!
Focus on graphemes identifies by teaching staff
Help the children to read and to write the graphemes
Play games & draw pictures

26. Thank you!
Any questions?