1. Terminology – do you know what these words mean?
Vowel
Consonant
Digraph
Tri-graph
Split-digraph
Phoneme
Grapheme
Blend
Segment

2. Hiltingbury Infant School Thursday 14th January 2016
PHONICS
Hiltingbury Infant School
Thursday 14th January 2016

3. Introduction You are your child’s first teacher.
From a very early age your child will experience a wide range of activities to develop their reading and writing.
We need to work in partnership to build on and develop your child’s learning of phonics.

4. Letters & Sounds
The materials build on the approaches, games and activities from previous programmes and reflect the principles of high quality phonic teaching.
The programme is divided into six phases.
It is taught on a daily basis.
The children are taught to decode real words and
nonsense words that we call ‘alien words’.

5. The 44 phonemes

6. Letters & Sounds - a multi-sensory approach

7. What is covered in Phase One?
Phase One complements a broad and rich language curriculum. There is an emphasis on oral work, developing children’s language structures, vocabulary and phonological awareness.

8. The overarching aim of Phase One is to encourage children to listen carefully and talk extensively about what they hear, see and do.
Phase 1 is divided into 7 aspects
The first three aspects are to help children with
General sound discrimination
Aspect Environmental sounds
Aspect Instrumental sounds
Aspect Body percussion .
Phase 1

9. Phase 1 Aspect 4 Rhythm and Rhyme
Aspect 5 Alliteration
Aspect 6 Voice sounds
Aspect 7 Oral blending and segmenting
Phase One type activities continue well beyond the introduction of Phase Two.
Phase 1

10. Systematic high quality phonics – Phase Two-Six
Introduction of grapheme–phoneme (letter-sound) correspondences begins at Phase Two and this is the point at which a programme of systematic phonic work should begin. e.g s,a,t,p,i,n,
By the end of Phase Three children should know one grapheme for all the phonemes in spoken English; e.g oa,oi,ee,igh
At Phase Four they should be able to read and spell words containing adjacent consonants; e.g bl, cr, tw, tr . Such as ‘t r a p ‘ or d r ai n.
At Phase Five, children begin to recognise and use alternative ways of pronouncing the graphemes and spelling the phonemes they have been taught; e.g ea,ee,ey,e,e_e. Or as g and j
At Phase Six they develop skill and automaticity in reading and spelling.
e.g children being word detectives to find suffixes and prefixes such as ‘ly’, ‘ment’, ‘ness’ or un…..and dis…at the beginning or end of words.

11. Phase 2

12. Phase 3

13. Phase 5

14. strom moist gloof shrub pleeg pumpkin yibe fighting clube fuel
Phonics Screening Test in the Summer Term in Year 1 An example of the words in the test
Alien words Real words
strom moist
gloof shrub
pleeg pumpkin
yibe fighting
clube fuel

15. Is there guidance on teaching High Frequency Words?
There is specific guidance on teaching High Frequency words.
They are divided into 2 categories,
-decodable words e.g. an, dad, down, went
-‘tricky’ words e.g. the, was, they, said
Children learn to read the ‘tricky’ words in many ways e.g playing games such as bingo or playing matching pairs to help them learn to read these from sight.

16. Ways to support your child at home
Look in book bags for your child’s home learning or on the windows of Year R for the Phonic focus. Also look on DB Primary for games your child can play to support the phonics that they have learnt that week.
It is essential that phonemes are correctly pronounced in order for children to blend words successfully. Please ask class teachers if you are unsure how to pronounce the phonemes given.
Play Bingo – either with their tricky words or with words containing their weekly phonemes.
Play Hangman using the sounds not letter names
Play pairs – matching the same words with the focus phoneme.
Ask your child to find you 3 things around the house with the focus phoneme in. Give them a time allowance e.g. 1 minute. Or they could play with a brother or sister to see who can get the most words.
Practise writing the words in different colour felt pens.
Put words containing their phonemes or tricky words into a sentence. They can write the sentence down themselves or tell it to you to write down for them.
How many alien words can they say or spell in 1 minute with the focus phoneme?
Use magnetic letters to write different words containing the focus phoneme. Could they change the word by changing 1 letter e.g. change paid to maid or hat to bat etc.
Squirters- Using water bottles filled with water squirt on the ground or the
wall to make words or graphemes.