1. Welcome to our
phonics workshop
Wednesday 3rd October 2018

2. Our aims for this afternoon…
To help you understand more about what phonics is and how we teach it at Holy Family.
To give you practical ideas on games and activities you can be playing at home with your children.
For you to feel more confident in supporting us in teaching your child to read letters, words, sentences and texts.

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

4. Letters and sounds Phonics consists of:
Identifying sounds in spoken words
Recognising the common spellings of each phoneme.
Blending phonemes into words for reading.
Segmenting words into phonemes for spelling.
Children learn their phonics in 6 phases.

5. When do we cover the 6 phases?
Nursery
Covers Phase 1
Reception
Covers Phases 1, 2 and 3
Year 1
Covers Phases 4 and 5

6. Letters and Sounds Phase 0ne

7. Phase One Environmental sounds Instrumental sounds Body percussion
Rhythm and rhyme
Alliteration
Voice sounds
Oral blending and segmenting
7 ASPECTS

8. Environmental Sounds Listening walks (indoors and outdoors)
Drumming outdoors
Sound lotto
Singing phonics
Drumming outdoors with beaters
Environment sounds lotto
Singing phonics, each song supports the different aspects

9. Instrumental sounds Match the sound Which instrument? Music to story
Match the sound, children all have an instrument, teacher plays her instrument and children who have the same respond
Teacher plays instrument behind screen and children have to identify which instrument
Music to story, eg Whatever next

10. Body Percussion Action songs Sounds made by different parts of body
Pass the sound around the circle
Eg stamping, clapping, rubbing hands together
Pass the sound round the circle, eg a clap

11. Rhythm and rhyme Nursery rhymes and songs Playing with words
Repetitive stories
I am aking lots of silly soup
I am making soup that’s silly
I am going to put it in the fridge to make it nice and chilly
When rhyme has stopped child holding the bowl to find 2 things that rhyme
Clapping syllables to pictures eg ladybird and umbrella
Repetitive stories, gingerbread man

12. Alliteration Silly sentences e.g. Jumping Jack likes jelly.
Same sound sentences
Hidden pictures in sand beginning with same letter,
Davids dangerous dinosaurs

13. Voice sounds Mouth movements Voice cards/visual cards Voice change
Mouth movements, bubbles, mirrors, blowing etc
Voice change, pitch change

14. Oral blending and segmenting
Adult begins to model oral blending e.g. get your h-a-t
I spy
Spell out the word eg p-e-g child who has that object can cross the river

15. Phase One was designed to help children to:
Listen attentively
Enlarge vocabulary
Speak confidently
Discriminate phonemes
Reproduce audibly the phonemes they hear
All 7 aspects were designed with the intention of teaching children important basic elements of the letters and sounds program, such as oral segmenting and blending. Although phase one concentrates largely on CLL it also draws on the other areas of the EYFS and provides lots of opportunities to enrich language within the 6 areas

16. Phonics Phase 2 and 3 Reception

17. Phase 2 Every day the children have 20 minute sessions of phonics.
Fast paced approach
Lessons encompass a range of games, songs and rhymes
Phonic lessons follow the same format in Reception and Key Stage 1:
Revise: The children will revise previous learning.
Teach: New phonemes or high frequency or tricky words will be taught.
Practice: The children will practise the new learning by reading and/or writing the words.
Apply: The children will apply their new learning by reading or writing sentences.

18. Definitions
Phonemes: The smallest units of sound that are found within a word
Grapheme: The spelling of the sound e.g. Th
Digraph: Two letters that make one sound when read
Trigraph: Three letters that make one sound
CVC: Stands for consonant, vowel, consonant.
Segmenting is breaking up a word into its sounds.
Blending : Putting the sounds together to read a word
Tricky words: Words that cannot easily be decoded.

19. Phonemes A Phoneme is the smallest unit of sound in a word. s a t p ig o c k ck e u r h b f ff l ll ss
Pronouncing the phonemes correctly is very important.
eg the letter s is pronounced sssss and not suh.
We all need to use the same language at home and at school.

20. Next steps …
Children then begin to blend for reading and segment for writing.
We start with CVC (consonant vowel consonant) words. E.g dog, cat, man

21. Blending
Recognise and say the letter sounds in a written word, for example:
s-a-t
by merging or ‘blending’ them in the order in which they are written to pronounce the word ‘sat’.

22. How many phonemes in each word?
Segmenting Activity
How many phonemes in each word?
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

23. Phase 3
Completes the teaching of the alphabet and children move onto more digraphs and trigraphs.
Digraphs – 2 letters that make 1 sound
ll ss zz oa ai
Trigraphs – 3 letters that make 1 sound
igh air

24. Phase 3 phonemes j v w y z zz qu ch sh th ai ee igh oa oo ar or ur owng ai ee
igh oa oo ar or ur ow oi
ear
air
ure er

25. Tricky Words Words that are not phonically decodable.
e.g. was, the, I.
Some are ‘tricky’ to start with but will become decodable once we have learned the harder phonemes.
e.g. out, there.

26. Now you have the knowledge….
Play lots of sound and listening games with your child. For example…
I spy.
Use the letters that we send home to make words (real and nonsense), sounding them out.
Make duplicate sounds and play pairs… matching games.
Stick sounds on items that start with that letter sound.
At home, on car journeys, outings ask children to find as many things they can that start with a sound chosen.
Let them hear sounds… sound talk to them. “Fetch me your c-oa-t”!
Read as much as possible to and with your child.
Encourage and praise – get them to have a ‘good guess’.
Make it fun and in short, sharp bursts!

27. Phase 4 and Phase 5

28. Phase 4
In Phase 4, no new graphemes are introduced. The main aim of this phase is to consolidate the children's knowledge and to help them learn to read and spell words which have adjacent consonants, such as trap, string and milk.

29. Phase 4 were said there have little like one so when do out some what
Tricky words During Phase 4, the following tricky words are introduced:
were
there
little
one
when
out
what
said
have
like so do
some
come

30. Phase 5
In Phase Five, children will learn alternative graphemes to spell the phonemes. For example, they already know ‘ai’ as in rain, but now they will be introduced to ‘ay’ as in day and ‘a-e’ as in make.
Alternative pronunciations for graphemes will also be introduced, e.g. ea in tea, head and break.