1. Letters and Sounds

2. Phonics is now taught for 20 mins per day, every day Some schools stream for phonics sessions in their key stages, or as a whole school Phonics and reading skills are taught in 6 distinct phases

3. 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

4. Enunciation Teaching phonics requires a technical skill in enunciation Phonemes (sounds) should be articulated clearly and precisely http://www.youtube.com/watch?v=Ll Tw0oiLNyshttp://www.youtube.com/watch?v=Ll Tw0oiLNys

5. Some definitions Digraph Two letters that make 1 sound Consonant diagraph contains 2 consonants- sh, ck, th, ll Vowel diagraph contains at least 1 vowel-ai, ee, ar, oy Trigraph Three letters that make one sound e.g. ‘igh’ Spilt diagraph Formally known as magic ‘e’ e.g. a-e in make

6. Blending (for reading) Recognising the letter sounds in a written word e.g c-u-p sh-ee-p Merging them into the correct order to pronounce the word cup and sheep

7. Segmenting (for spelling) Identifying the individual sounds in a spoken word (e.g. h-i-m, s-t-or-k) and writing down letters for each sound (phoneme) to form the word him and stork Always ensuring the correct enunciation is used e.g. h-i-m, as apposed to H-I-M

8. The Phases Explained Phase 1 Showing an awareness of rhyme and alliteration Distinguishing between sounds in the environment and phonemes Exploring and experimenting with sounds and words Discriminating speech sounds in words Beginning to orally blend and segment phonemes

9. Phase 1 activity Taking the children on a listening walk…listening for sounds.

10. Sequence of teaching in a discrete phonics session 1. Revisit and review Practise previously taught sounds Practice oral blending/segmentation 2. Teach New sound Blending/segmenting with letters Tricky words 3. Practise Reading or spelling words with new sound 4. Apply Read or write a caption and integrating sound and high frequency word/s

11. Phase 2 (6 wks) Blending for reading and segmenting for spelling simple cvc words Set 1 - s, a, t, p, Set 2 - l, n, m, d, Set 3 - g, o, c, k, Set 4 - ck, e, u, r, Set 5 - h, b, f, ff, l, ll, ss

12. Phase 2 Phonics clip Revisit /Review Teach

13. Practise Apply-video

14. Phase 3 (Up to 12wks ) Knowing one grapheme for each of the phonemes Reading and spelling a wide range of cvc words Letter Progression: Set 6 - j, v, w, x Set 7 - y, z, zz, qu Graphemes: ear, air, ure, er, ar, or, ur, ow, oi, ai, ee, igh, oa, oo Consonant digraphs: ch, sh, th, ng.

15. Phase 3 activity Sound buttons game

16. This is a consolidation unit. There are no new graphemes to learn. Reading and spelling of tricky words continues Segmenting words and applying this in spelling. Blending the sounds in words and applying this skill when reading unfamiliar texts Phase 4 (Up to 6wks )

17. Phase 5 Reading phonetically decodable two syllable and three-syllable words e.g. thirteen, telephone Using alternative ways of pronouncing the graphemes e.g. i-fin/find, c-cat/cent, g-got/giant Using alternative spellings for phonemes e.g. ai-a- e, ay etc Spelling complex words using phonetically plausible attempts New phoneme zh e.g. treasure, television, casual

18. Phase 6 /Support for spelling Recognising phonic irregularities and becoming more secure with less common grapheme – phoneme correspondences. Applying phonic skills and knowledge to recognise and spell an increasing number of complex words.

19. Phase 6 cont. Introducing the tenses, e.g. Walk- walked-walking Investigating and learning how to add suffixes, e.g. shopping Finding and learning the difficult bits in words

20. In addition to this, each the week the children learn ‘tricky’ spelling words (those that are not spelt phonetically e.g. the) and key sight vocabulary such as no, go, away, going.

21. The children always work within the phase that is appropriate to their level of learning They are assessed regularly and groupings are sorted accordingly Therefore, the suggested model of year group and corresponding phase, does not always go hand in hand with the year group that your child is actually in