1. Grove Vale Primary School
Phonics workshop

2. What is phonics?
All children in reception have a daily 20 minute phonics session
Children are taught to:
Recognise the sounds that each individual letter makes eg s a p
Identify the sounds that different combinations of letters make eg sh ch qu
Blend these sounds together from left to right to make a word eg s a p = sap
Children can use these skills to decode new words they see or hear.

3. At Grove Vale we have our own phonics scheme of work which links closely with Letters and sounds.
The teaching is broken into different phases and in reception we focus closely on phases 2-4.
Phase 2: involves the teaching of 19 initial sounds and will involve children being able to read some VC words eg as, on, it and CVC words such as cat, dog, bin, as well as the tricky words I, no, go, to, the, into
Phase 3 involves the teaching of the next 25 sounds, mostly comprising of 2 letters eg sh, ch, as well as the tricky words he, she, we, me, be, you, all, are, her, was, they, my
Phase 4 involves consolidating children’s knowledge of graphemes (the sound written down), revising what they already know

4. Phonics Phonics is important for both reading and writing
We send sounds home for children to practise. It is important that you use the letter sounds with the children rather than the names
We teach pure sounds to help children to decode. This may be different to how you were taught!
We teach children the correct letter formation for each sound learnt (lower case) - handout
As soon as children know some sounds we teach them to read and write words.

5. Disney words
To encourage children to learn sounds and begin to decode words we send home ‘Disney words’ to learn
Children will progress through the Disney words (and sounds) practising reading and writing.
Mickey – YR (this corresponds to phase 2)
Minnie – YR (phase 3)
Donald
Goofy
Your child will have brought home some Mickey words in a small plastic wallet. There are 6 different sets of Mickey words. 5 are linked to the sounds they have learnt and the other set are tricky words (words that they can’t sound out, they just have to know.) Once children can read the sounds and words from the first set they receive their first reading sticker. They then practise writing the sounds and words to receive their writing sticker. When they can read and write all of the Mickey sounds they receive a bookmark and move on to Minnie words.

7. Disney words Practising at home
We send the letters home cut up to encourage children to put the sounds together to make different words. As they become more confident they may be able to make and read longer words with the sounds
Although children receive stickers and bookmarks for reading these sounds and specific words please remember that they are just some of the common words using these sounds. Encourage your child to read and write other words with the sounds. For example, they may be able to read ‘at’ so you could try putting other sounds in front to make new words – sat, pat, mat etc. These words could be real or ‘alien’ (made up) words eg dat. Its all about being able to decode.
As children progress through the sounds encourage children to use all the sounds learnt so far to read and write words

8. Ideas to help your child to learn the sounds and to read the words
Use the letters (or words when ready) to play ‘splat’ (Spread the letters on the floor. Call out a letter and your child needs to ‘splat’ (put their hand on) the letter as quickly as possible (or you could use a fly squatter to make it more fun. Children can play on their own or as a game against an opponent (maybe against you or an older sibling.) Who is first to splat?
Put the letters or words in a pile – how many of the sounds can they read in one minute. Try again. Can they beat their record? (Ensure the order changes!)
When your child is confident reading the sounds put 2 of the sounds together and ask your child to sound and blend.
eg a m = am a t = at
Challenge them to make their own 2 letter words(they don’t have to be real words as long as they are sounding and blending).
As children become more confident put 3 sounds together eg s a t and ask your child to sound and blend.

9. Ideas to help your child to learn the sounds and to read the words
Use the computer
There are some good games on the website ICT games (for literacy and maths)
egPlay bingo
(sound bingo)
(high frequency word bingo – there is a choice of using no tricky and tricky words)
(letters and sounds bingo
Or phonics play
Buried treasure
Picnic on pluto
Pick a picture

10. Ideas to help your child to learn the sounds and to read the words
Match the sound and the word. Play as a memory game. Spread out the sounds and words – can you find the matching pairs? Can you find another word with this sound?
Play Snap with letter sounds
Find objects around the house that start with the sound your child is learning. Play I Spy.
Look for letters in the environment. What sounds can children recognise when are they out?

11. Ideas to help your child to learn the sounds and to write the words
Ask chn to write a sound (or word). Check it is spelt correctly, then challenge them to write it as many times as they can in 15 seconds. Can they beat you?
Use magnetic letters on the fridge. How many words can you make?

12. Reading
A knowledge of phonics can really help with the decoding of words
When sharing a book with your child encourage them to sound out words and praise them for having a go but please remember that it is only one part of reading.
We want your child to develop a love of books and reading. Children have been bringing home a picture book to help them to think about what is happening and to tell stories. This helps to develop their imagination and to help them to infer (work out) what is happening.
Please encourage your child to talk about what they have read (or heard when you read to them). What is the story about? What did they like (or not like)? Can they re-tell the story in their own words?
Ask your child questions about what they have read. Talk about the characters and their feelings. Can they predict what might happen next?

13. Writing
Again a knowledge of phonics can really help with writing but we also want children to see a real purpose to what they write.
Writing can be done in a range of ways – on paper, on the computer, in cards, chalking outside.
Praise your child for 'having a go' and using their phonic knowledge to spell words. To begin with this might be the initial sound in a word.
Encourage your child to 'write' eg shopping lists (maybe to do some cooking, writing ingredidents needed), cards, party lists. Again we aim to encourage children to want to write.

14. By the end of reception Children read and understand simple sentences.
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.
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.
Writing

15. Other curricululum areas
We have concentrated on phonics today and its links with reading and writing, however we have also put a power point on our website to explain about other curriculum areas in YR, with some suggestions for you to do at home. Please come and ask if you have any questions about this.

16. Finally… tapestry
In reception we are always talking and listening to your children and observing them to find:
out how they are developing,
what they like doing
what they are learning through their play and the experiences on offer.
80% of the evidence in EYFS has to be from independent play.
We use these to help decide whether the child’s development is at the expected stage, whether the resources such as toys and equipment are suitable for the child and to focus them on what to provide in future to support the child to develop new interests, learn new skills and acquire new knowledge.
Observations of children are vital because each child has a unique set of abilities and talents, observations in different situations capture these first hand. The starting point is always with the child.

17. Types of evidence Evidence of their independent learning includes
Electronic observations – Tapestry (photo/video)
Evidence from independent learning and play
Work from home/response to Tapestry
All this helps to build up a picture of what your child can do.
Children in reception will also have ‘Busy Books’ and ‘Teacher Time’ books.
‘Teacher Time’ books will collect evidence of supported or directed learning led by the teacher.

18. Your contribution
We would value any contributions you would like to make to your child’s learning journey. Please send in any evidence to support this. In particular we would like you to upload
things that your child does at home onto your child’s Tapestry journal. We were really pleased last year that all parents contributed through tapestry.
You may see your child doing something that we haven’t or can’t.
Writing their name independently (maybe in a birthday card)
Getting themselves dressed
Building something with lego
Riding their bike without stabilisers
Zipping their coat up by themselves
Swimming certificate or badge
Dance exam
Sports activities
Celebrating a wedding or similar event
Looking after pets

19. Tapestry
Children who attended Little Valer’s already have an account set up
Other parents who have provided an address will receive an activation . The link contained within this activation will enable you to set your own password and PIN.
Once you have done this you will be able to access your child’s tapestry journal – this may be a photo, video or written observation – as well as upload your own evidence of things that you have observed your child doing.
You can also like or comment on any observation you receive from us.
Photos or videos of your child will only appear in your child’s journal

20. Tapestry
We will be holding another short meeting after half term to provide support for accessing tapestry and uploading information
We will also be providing information on the half termly tapestry homework projects

21. Remember …
If you have any questions about your child’s development or progress please do not hesitate to speak to a member of staff.