1. Phonics in Glebe Nursery
Phase 1 and 2 phonics

2. What will you learn? •Letters and Sounds resource •Phase 1 phonics
•Games children play at school
•Phase 2 phonics

4. Phase 1
•Phase One of Letters and Sounds concentrates on developing children's speaking and listening skills and lays the foundations for the phonic work which starts in Phase 2.
•Children need excellent listening skills to access phonics

5. Phase 1 is divided into seven aspects
Phase 1 is divided into seven aspects. Activities within the seven aspects are designed to help children:
1. Listen attentively
2. Enlarge their vocabulary
3. Speak confidently to adults and other children
4. Discriminate phonemes
5. Reproduce audibly the phonemes they hear, in order, all through the word
6. Use sound-talk to segment words into phonemes.
7. Oral blending and segmenting

6. There are 7 aspects of phonics in Phase 1.
Aspect 1 – General sound discrimination – environmental.
Aspect 2 – General sound discrimination – instrumental sounds.
Aspect 3 - General sound discrimination – body percussion.
Aspect 4 – Rhythm and rhyme.
Aspect 5 – Alliteration.
Aspect 6 – Voice sounds.
Aspect 7 – Oral blending and segmentation.
Each aspect is divided into three strands.
■ Tuning into sounds (auditory discrimination)
■ Listening and remembering sounds (auditory memory and sequencing)
■ Talking about sounds (developing vocabulary and language comprehension).

7. Aspect 1 - General sound discrimination - environmental
The aim of this aspect is to raise children's awareness of the sounds around them and to develop their listening skills. Activities suggested in the guidance include going on a listening walk, drumming on different items outside and comparing the sounds, playing a sounds lotto game.

8. Games to play •Listening walk - identifying the sounds they can hear.
•Favourite sounds –children to record their favourite sounds on paper by drawing/collage/photos
•Sound lotto

9. Aspect 2 - General sound discrimination – Instrumental sounds
This aspect aims to develop children's awareness of sounds made by various instruments and noise makers. Activities include comparing and matching sound makers, playing instruments alongside a story and making loud and quiet sounds.
Games to play –
What instrument? Identify the instrument (ensure the children can’t see the instrument being played).
Adjust the volume - sit opposite each other with identical instruments. Copy each other making loud sounds and quiet sounds
Grandmother’s footsteps -‘Grandmother’ has a range of instruments and the children decide what movement goes with which sound (e.g. shakers for running on tip-toe, triangle for fairy steps).

10. Aspect 3 - General sound discrimination - body percussion
The aim of this aspect is to develop children's awareness of sounds and rhythms. Activities include singing songs and action rhymes, listening to music and developing a sounds vocabulary.
Games to play
Roly poly - Rehearse the rhyme with the actions (rotating hand
over hand as in the song ‘Wind the bobbin up’).
Ro … ly … po … ly … ever … so … slowly Ro … ly … poly faster. (Increase the speed of the action as you increase the speed of the rhyme.) Now add in new verses, such as: Stamp … your … feet … ever … so … slowly Stamp … your feet faster. Ask the children to suggest sounds and movements to be incorporated into the song. Say hello ever so quietly Say HELLO LOUDER!
Pass the sound – make a sound e.g. clap, stamp and your
child has to copy you, build up into a pattern of sounds.

11. Aspect 4 - Rhythm and rhyme
This aspect aims to develop children's appreciation and experiences of rhythm and rhyme in speech. Activities include rhyming stories, rhyming bingo, clapping out the syllables in words and odd one out. Young children find rhyming words quite difficult.

12. Read rhyming books. Ask the children to identify rhyming words.
Games to play-
Read rhyming books. Ask the children to identify rhyming words.
Singing songs and rhymes.
Rhyming bingo.
Rhyming pairs.
Making up silly rhyming pairs.

13. Rhyming
•Read as many rhyming stories and poems as possible, leave out the final word when reading a familiar rhyme and encourage your child to complete the rhyme.
•Talk in rhyme e.g. it’s time for bed don’t bump your head.
•Add silly descriptions to your child’s name e.g. Charlie Farlie, Anna Banana.

14. Aspect 5 - Alliteration
The focus is on initial sounds of words, with activities including I-Spy type games and matching objects which begin with the same sound.

15. Games to play
I spy with my little eye.
Something beginning with the sound ……
Odd one out – use pictures/objects for children to choose.
Alliterative names – Cheeky Charlie, Munching Matthew

16. Aspect 6 - Voice sounds
•The aim of this aspect is to distinguish between different vocal sounds and to begin oral blending and segmenting.
•Mouth movements – blowing, sucking, tongue stretching and wiggling. Practising these movements (to music) is fun and helps children with articulation.
•Making sounds and copying sounds
Wheee! Boing, boing; sssssss; shshshsh; mmmoooo; chchchch; zzzzzz;

17. •Use different voices to add sounds to stories.
•The teacher/parent sounds out the name of the object /c/-/u/-/p/ cup, with the children joining in.
•Segmenting can be done throughout the day e.g.
•stand /u/p/
•/s/i/t/ /d/o/w/n/
•Put on your /c/oa/t/

18. Aspect 7 - Oral blending and segmenting
The main aim is to develop oral blending (also called synthesis) and segmenting skills.
To practise oral blending, the teacher would say some sounds, such as /c/-/u/-/p/ and see whether the children can pick out a cup from a group of objects.
For segmenting, the teacher could hold up an object such as a sock and ask the children which sounds they can hear in the word sock.

20. Activities we do in Nursery
On the tables there are a selection of the phonics activities we use in the Nursery over the year covering the 7 aspects. Have a look at them and feel free to have a go yourselves.

21. Moving on …..
Letters and sounds activities complement the learning of Phonics at Glebe
•Learning letter sounds. The smallest unit of sound is called a phoneme e.g. /a/; /ch/; /oa/
•In Nursery we begin with initial sounds
PRACTISE
Hear it - my turn, together, your turn
See it - my turn, together, your turn

22. Oral blending and segmentation
•These skills were introduced in Phase One.
Blending and segmentation is the opposite of one another and need regular practise during Phase Two but blending and segmentation with letters should replace oral blending and segmentation as soon as possible

23. Blending (synthesis) skills
Blending is the phonological skill most closely linked to the reading process.
•Blending is the skill of being able to put sounds together to make words in the absence of print
•E.g. “a/t/ = at”, “/c/a/t/ = cat”, “/t/w/i/g/ = twig

24. •a–t = at •i–n = in •c-a-t = cat •d-o-g = dog PRACTISE
Hear then say – my turn, together, your turn
•Word cards and/or magnetic letters
•a–t = at
•i–n = in
•c-a-t = cat
•d-o-g = dog

25. Important Points
• Ensure the words directly follow the sounds i.e “l-e-g…leg”.
• Do not say “l-e-g makes…leg”, or “l-e-g says …leg”, as this breaks up the natural process found in teaching
Ensure the children repeat the word before giving the sound.

26. Segmentation
•Segmentation is the phonological skill most closely linked to the spelling process.
•Segmentation is the skill of being able to spilt words up into sounds in the absence of print.
•e.g. “hot = h-o-t”, “c-l-a-p = clap”

27. PRACTISE My turn, together, your turn •it = i-t •pat = p-a-t
Can you do it with a partner?
•am
•log

28. Phonic Skill
•Children pass through several different stages as their phonic skills develop.
•Children begin by learning letter-sound correspondences.
•When the children know all 26 letter sounds fluently, they progress to learning to read phonically regular words (where each phoneme is represented by a single grapheme, e.g. at, mum, black, thin, shut, coat

29. In Jolly phonics each letter has an action which goes with it.

30. Jolly phonics
How many words can you think of using the letters S A T I P N?

31. Here are 30 words using the letters S A T I P N
Here are 30 words using the letters S A T I P N. sit it pan tap pit tip spat pip sip sat at tin in spin pant ant nap tan pat an spit snip nip sap its span snap sin stint pin

32. Sequence for Introducing Phonological and Phonic Skills
•Letter sounds
•VC
•CVC
•CVCC
•CCVC
•CCVCC
•CVCe
•Letter combinations

33. Reading and Spelling • Phoneme frames Sound buttons.
• Full circle – sat, sit, sip, tip, tap, sap, sat.
• Reading cvc words.

36. Games to Play at Home
•Whisper instructions so that your child has to listen more carefully
•Play hide and seek with a toy that has a sound inside
•After you have given your child an instruction ask your child to say it back to you
•Play Chinese whispers
•Try to create ‘quiet time’ when there is not any background noise

37. Useful websites www.letters-and-sounds.com www.phonicsplay.co.uk
To hear how to pronounce letter sounds correctly try this website:

38. Thank you for listening
Do you have any questions?