1. Fonics or Phonics?

2. Wellcum too the fonicks wurckshop. I hoap theat yoo ar beegining two undirstand hou a chighld fealls wen thai ar lerning tue reed.

3. Welcome to the phonics workshop. I hope that you are beginning to understand how a child feels when they are learning to read.

4. Phonics at a glance phonics is made up of skills of segmentation and blending knowledge of the alphabetic code +

5. Some definitions A phoneme is the smallest unit of sound in a word.

6. Grapheme: Letter(s) representing a phoneme. taiigh

7. Enunciation Teaching phonics requires a technical skill in enunciation Phonemes should be articulated clearly and precisely

8. Letters and Sounds: The phonics resource for EYFS & KS1 Six phase teaching programme

9. Phase 1

10. Some definitions Blending: Recognising the letter-sounds in a written word, for example c-u-p, sh-ee-p and merging or synthesising them in the order in which they are written to pronounce the words ‘cup’ and ‘sheep’.

11. Some definitions Segmenting: Identifying the individual sounds in a spoken word (eg h-i-m, s-t- or-k) and writing down or manipulating letters for each sound (phoneme) to form the word ‘him’ or ‘stork’.

12. Segmenting How many phonemes? WORDPHONEMES cup rain sheep blink straw straight

13. Segmenting WORDPHONEMES cupcup rainrain sheepsheep blinkblink strawstraw straightstraight

14. Some definitions Digraph: Two letters, which make one phoneme. A consonant digraph contains two consonants: shckthll ch A vowel digraph contains at least one vowel: ai ee ar oy

15. Consonant digraphs ll ss ff zz hill, mess, puff, fizz sh ch th wh ship, chat, thin, whip ng qu ck sing, quick

16. Some definitions Split digraph: A digraph in which the two letters are not adjacent – e.g. make cake time dive nose cube

17. Some definitions Trigraph: Three letters, which make one phoneme. igh dge

18. Model for daily discrete teaching of phonic skills and knowledge REVISIT AND REVIEW Recently and previously learned grapheme-phoneme correspondences, or blending and segmenting skills as appropriate TEACH New grapheme-phoneme correspondences; skills of blending and segmenting PRACTISE New grapheme-phoneme correspondences; skills of blending and segmenting APPLY New knowledge and skills while reading/writing

19. How would you say the following words? ???????????????

20. Grapheme choices glay glai proyn proin strou strow sproat sprowt dryt dright smayn smain groy groi

21. Phonic Screening (June ) quiz jair back clain doom yewn short tabe brown clisk main thrand rude scroy

22. Phase 6 (Year 2) Increasing fluency and accuracy Throughout Year Two through Support for Spelling (spelling for Year 2 to Year 6 )

23. Teaching high-frequency words Those HF words that are not completely phonetically regular contain some known GPCs Start with what is known and register the ‘tricky bit’ in the word. E.g. the, said, was, me, go etc.

24. Phonics is the step up to word recognition Automatic reading of all words – decodable and tricky – is the ultimate goal. Go from learning to read to reading to learn!