5. Like Jolly Phonics, the children linked a word/picture/gesture to remind them of the sound/spelling links. Phonics was practised every week as part of a 45 minute lesson. Every lesson involved oracy and literacy. One week – the literacy component focused on phonics and had a mini writing/reading session. Next week – the literacy component focused on writing/reading and did a 5 minute phonics session (often a warm up).

6. ON LL U, û Graphemes on the IWB for phonics swatting Children hear a sound and tap the appropriate grapheme Could extend this to words which model one (or more?) sounds to identify and tap which GPC they heard I used to have options – three slides: assez difficile, difficile, très difficile. Children can choose what “level” they want to try or the really brave can have the class choose for them! Working from Sound to Print

7. Working from Print to Sound Phonics spotting Whole class, quick-fire activity under timed conditions Could be used as a beat the teacher activity or in teams.

8. ONULLONU ÛLLU û ONU LL ONû

11. Cochon Ongle Billet Paille Singe Câlin Enfant Gant Putois Usine The difference in reading aloud familiar and unfamiliar words might be huge – mine was!!

12. Design a storybird. Press print screen to capture a shot of each page Paste into a powerpoint No hassle with slow internet, firewalls, etc! This can be used as an ongoing resource Ad-hoc focus on words: Use font to revisit ON link

14. These words weren’t part of the core vocabulary the children learned. I used the stories for entertainment, enjoyment and to “expose” them to a range of additional vocabulary. The slide below was particularly memorable! Put onVLE with sound files attached for home study. A memorable word might assist with making analogies e.g. toujOURs, pOUR, This is still learning to recognise words!

15. The children learned core vocabulary: both spoken and written forms. Trying to write the written form from memory sometimes invoked the use of sound/spelling links Sometimes they can remember the whole word – a written form has been memorised and linked with the sound form. Sometimes they used English sound/spelling links and the checking phase allowed them to revisit and focus attention on the French form.