1. Phonics in EYFS and KS1
Welcome! Session: *What is phonics? *The Phases taught in EYFS and KS1 *Teaching tricky words *Activities and ideas of how to practise at home *Websites that are useful

2. Cracking the Code 26 letters of the alphabet
44 sounds in the English Language (Jolly Phonic Letter Sound British English)
144 different ways we put letters together to represent the sounds
Regular words / 20% irregular

3. So what should be taught?
Beginner readers should be taught four things:
grapheme-phoneme correspondence (that is, the alphabetic code) in a clearly defined, incremental sequence
to synthesise (blend) phonemes (sounds) in order, all through a word, to read it
to segment words into their constituent phonemes for spelling
that blending and segmenting are reversible processes
Ensuring children’s knowledge of a range of high frequency and other words, such as most names that do not conform with phonic rules
Explain blending and segmenting and their reversibiiity i.e. if you can blend the sounds together to read a word, you should be able to identify and break down (segment) the individual sounds in a word you hear, to spell it. T spell the word, you need to represent each sound you hear by a letter – or more than one letter
Clear differentiation between the two dimensions allows teachers to:
recognise that children will show variable performance or progress in each dimension
separately assess children’s performance and progress in each dimension
plan different types of teaching to develop each dimension
SO THAT-
They focus clearly on developing word recognition skills through:
- phoneme awareness and phonics teaching
- repetition and teaching of ‘tricky’ words
They focus clearly on developing language comprehension through:
- talking with children
- reading to children
- teaching comprehension strategies
High frequency words to be taugt with the same rigor.
When do children need to segment and when do they need to blend – discuss
Segmenting for spelling
Blend for reading 3

4. The Simple View of Reading
word recognition
language comprehension g o d
poor
good
Good language comprehension, poor word recognition
Good word recognition, good language comprehension
Poor word recognition, poor language comprehension
Good word recognition, poor language comprehension
The Simple View proposes that there are two sets of abilities that contribute to reading: word recognition abilities (the ability to read and understand the words on the page) and language comprehension ability (the ability to understand language we hear and language we read). These two sets of abilities are seen as continuous dimensions:
allows teachers to specify their teaching objectives and engage children in relevant activities to foster development towards achieving those objectives:
the separation is in the teacher’s mind, for pedagogic purposes, not in the child’s mind.
That is, it provides a clearer framework for teachers to focus their teaching clearly towards learning objectives for children.
It also makes apparent the fact that children can experience various degrees of ease or difficulty in developing either word recognition or language comprehension or both, and invites teachers therefore to consider children’s progress and ability in each of the two dimensions
Two dimensions of reading  four possible outcomes.
ACTIVITY:
Plot children into 4 quadrants – one per quadrant 4

5. Phase 1 tuning into sounds (auditory discrimination)
listening and remembering sounds
(auditory memory and sequencing)
talking about sounds
(developing vocabulary and language comprehension)

6. Aspect 1: Environmental sounds
Stories – Walk around local area
Aspect 2: Instrumental sounds
Bag of instruments – Add sound effects
Aspect 3: Body percussion
Action songs and rhymes
Aspect 4: Rhythm and rhyme
Rhyming stories – What rhymes with…?
Aspect 5: Alliteration
Having fun with names – Story characters
Aspect 6: Voice sounds
Adding different voices to stories
Aspect 7: Oral blending and segmenting
Robot speech c-a-t and Put it together

7. Phase 2 introduces 19 grapheme-phoneme correspondences
decoding and encoding taught as reversible processes
as soon as children have a small number of grapheme/ phoneme correspondences, blending and segmenting can start
‘tricky words’: the, to, no, go, I

8. Phase 3 teaches 25 graphemes
children will be able to represent about 42 phonemes by a grapheme
continue to practice CVC blending and segmentation
application of their knowledge of blending and segmenting to reading
learn to read some more tricky words
learn to spell some of these words
learn letter names

9. Phase 4 To consolidate all the learning in phases 2 and 3
No new GPCs (grapheme-phoneme correspondence) to learn
Develops children's skills knowledge and skills of blending and segmenting words with adjacent consonants, e.g. stairs, tent, brain
Read and spell multi syllabic words e.g. lunchbox, desktop
Tricky words
ACTIVITY-Going from the known to the unknown here show way of moving from CVC to CCVC and CVCC

10. Phase 5 Purpose of this phase:
Learn new representations of vowel digraphs learn in phase 3: ee – ea, e-e, ie, ey, y
Alternative pronunciations for the graphemes children already know: ow – blow, cow
Develop ability to choose the appropriate graphemes to represent phonemes when reading and writing.
Tricky words
WORD SORTS ACTIVITY

11. The 4 part lesson Revisit and review Teach Read / blend
Spell / segment
This works for phases 2,3 and 4 and sometimes in phase 5 e.g. see Snail and the whale planning
Flexible model
Keep in phonics box – new skill, practice and apply
Application beyond the lesson essential
ACTIVITY – other opportunities during the day

12. Word structure VC phase 2 on eat off CVC phase 2 & 3 dog boat chick
CCVC phase 4 &5
trip
train
brought
CVCC phase 4 &5
tent
paint
yards
Slide in work book – this is word structure – we are considering phonemes NOT letters. Terminology specific to phonics
Using phoneme fingers – demonstrate and get delegates to join in. 12

13. Sound buttons - blendingit am
got
kick
mess
laptop
rain
now
shed
cook
turnip
join
clear
shark
pure
lightening
powder
march
Split into 3 groups to do this activity

14. Using phoneme frames – segmenting for spelling1 2 3 4 sh ee p c r a b ea t
Use your white boards to draw a 4 phoneme frames to segment and spell these words:
Now, road, meat, right, beard, shook, shorter, church, waiter
Use fewer words 14

15. Teaching tricky words
Write the word on paper, cut out each letter and put the word back together.
Write the word three times. Trace over it in different colours.
Look, say, cover, visualise, write, check.
Play bingo with the words.
Small word inside the word
Write the word in a nonsense sentence.
Find words with similar patterns. e.g. the, them, they
Write the word, draw around the shape of the word and cut out.
Can you add ing or s to any words.
Put words into alphabetical order.
See handout –
Whole word recognition approach to avoid sounding out on high frequency words
Share any other strategies you have used

16. Revisit and review
Pass the bag – balls/pebbles/cards with taught phonemes
Grapheme dice
Objects: say the phoneme - show it on a phoneme fan, find the letter, write it on the white board
Beach ball key word recognition
Already had a look at some of these
Phase 3:
Pass pass pass the bag
Pass it round and round
When it stops take a ball
Can you say the sound?

17. New teaching Use real objects Use puppets
Link to a title in a known text
Link to a character’s name in a known text
High quality poetry / rhyming texts
Link to known songs and rhymes
Link to words being used across the curriculum
The Fly Alternative representations igh phoneme spotter
Read The Fly – activity
Read together – thumb up
In pairs underline circle all the words with the ‘igh’ phoneme in
Have learnt igh – what other ways can this sound be represented
Record with examples
How could extend / other ideas?
Starting with a poem – list
In pairs, choose a poem that supports learning at phase 4 and 5
How could you use it for new teaching?

18. Read / blend Reading names Book titles / using favourite books
Word match using cards and objects
Sound buttons
Captions
Lists
Notes
Letters
Envelope
Instructions
Tabards / full circle
Paired reading of words / word sorts
Mrs Muddle
Matching words and objects
Caption - ee

19. Spell / segment Phoneme fingers Letter tiles make words
Magnetic letters make words
Grapheme pebbles make words
Full circle
Whiteboards – write words, phrase, sentence (link to puppet, story title etc. where possible)
Labels
Signs
Sentences / silly sentences
Play full circle
Phase 4 full circle-full circle in letters and sounds for phase 2 and 3 and handout for phases 4 and 5

20. Pace and progression Age expectations:
By the end of reception children to have been taught and know at least one way of representing each phoneme.
By the end of year 1 children to have been taught and know alternative graphemes for each grapheme and different pronunciations of the same grapheme and use these to read and spell.
By year 2 children are applying their phonic knowledge and recognising irregularities to spell more complex words and notice spelling patterns.
No expectations to be writing graphemees at phase 2 – summer born / physical development – resourcing implications orally and use of magnetic letters and magnetic boards. Practical not about writing.
More expectation at phase 3 to start forming some letters.

21. Useful websites
Phonicsplay.co.uk BBC phonics