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Aims of the session...
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To explain what phonics means.
To understand what pure sounds are.
To understand the terminology used in phonics.
To be familiar with the way phonics lessons are
delivered and resources that are available to use.
 To know ways of supporting your child’s learning.
 To understand the importance of pseudo words and
the Phonics Screening Check in Year 1.
 To gain an understanding of the Grammar and spelling
test in Year 2.
What do we already know?
Quiz
It iz tiem too gow hoam sed v
kator pilla.
But iy doat wont 2 gow howm
sed th butt or flie. Iy wot to
staiy heyr.
What is phonics?
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Although there are 26 letters in the English alphabet, there
are more than 40 speech sounds.
Phonics refers to teaching word recognition whereby
phonemes (sounds) associated with particular graphemes
(letters) are pronounced in isolation & blended together in
order to decode words in order to read.
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Task 1: Say the phonemes of the graphemes represented ~ phoneme fans.
 Segmenting and blending:
c a t ~ cat
Segmenting and blending
qu ee n
Queen
Task 2: Segment and blend words ~ sound button cards.
What is phonics?
 This process is reversed for writing – the children
are taught to say the word they wish to write,
segment it into its phonemes, say them in turn &
then write the grapheme for each phoneme to
produce the written word. This is called encoding.
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 Boat
Task: Write words said using a phoneme frame to begin with then write words
and add sound buttons.
b oa t
b
oa t
What is phonics?
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The relationship between letters (graphemes) and
their corresponding sounds(phonemes) is called
Grapheme – phoneme correspondence (GPC).
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Systematic synthetic phonics supports children to
develop skills needed to decode (read) & encode
(write) words.
Terminology
 Phoneme
 Grapheme
 Segmenting and blending
 Digraph
 Trigraph
 Split digraph
 Abbreviations
Phonics schemes
 At Worlingham CEVC Primary School we follow the
Dfes Letters and Sounds programme.
 This is split into 6 phases.
Phase 1 covers...
 Environmental sounds
 Instrumental sounds
 Body percussion
 Rhythm and rhyme
 Alliteration
 Voice sounds
 Oral blending and segmenting
Phase 2
 This phase introduces single sounds, with emphasis being on
pure sounds.
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Set
Set
Set
Set
Set
1: s, a, t, p
2: i, n, m, d
3: g, o, c, k
4: ck, e, u, r
5: h, b, f, ff, l, ll, ss
 It introduces grapheme – phoneme correspondence.
 The reading of VC and CVC words through segmenting and
blending.
The pure sounds
 This means correct pronunciation of the sounds
without over-emphasis as this will hinder writing and
reading.
CD ROM
Phase 3
 This phase completes the teaching of the single sounds and
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moves to sounds represented by more one letter e.g. ee, oo, sh,
ch, th – these are called digraphs and igh, ear, air – these are
called trigraphs.
Set 6: j, v, w, x
Set 7: y, z, zz, qu
Consonant digraphs: ch, sh, th, ng
Vowel digraphs: ai, ee, oa, oo, ar, or, ur, ow, oi, er
Trigraphs: igh, ear, air, ure
 Task: Writing words with digraphs in phoneme frames.
 The children are introduced to reading more high
frequency words and learn to spell some of these.
Phase 4
 In this phase children learn to read and spell words
containing adjacent consonants such as drink, star,
pram, tram, desk.
 Writing words in phoneme frames.
 The children continue to learn to read and spell high
frequency words.
Phase 5
 This phase teaches alternative pronunciations for graphemes
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they already know and new ones.
e.g. Sky, happy, yellow (igh/ ee/ y)
The children also learn alternative graphemes for phonemes
they are already familiar with.
e.g. Rain, ray, eight, cake, they, acorn
(ai/ ay/ eigh/ a_e/ ey/ a)
Vowel digraphs:, ay, ou, ie, ea, oy, ir, ue, aw, ew, oe, au
Consonant digraphs: wh, ph
Split digraphs: a_e, e_e, i_e, o_e, u_e
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Task: Phoneme Spotter
Phase 6
 Phase 6 is ideally the starting level for children entering Year 2 .
 By the beginning of Phase Six, children should know most of the
common graphemes and their phonemes. They should also be
able to identify graphemes that make the same phoneme.
 They should be able to read hundreds of words, doing this in
three ways:
1.Reading the words automatically if they are very familiar;
2.Decoding them quickly and silently because their
sounding and blending routine is now well established;
3.Decoding them aloud.
 Children’s spelling should be phonetically accurate, although it
may still be a little phonetically plausible at times. Spelling
usually drops behind reading, as it is harder.
 During this phase, the aim is that children become fluent
readers and increasingly accurate (though not perfect) spellers.
Phase 6
 This phase consolidates the previous phases.
 It introduces spelling rules and the specific spelling of words
that cannot be decoded.
 The focus is on learning spelling rules for suffixes.
-s
-er
-ful
-es -ing
-est -y
-ly -ment
-ed
-en
-ness
 This phase also has a focus on grammar.
Phase 6
 In Phase 6 children are expected to start making the
right choices when considering which grapheme to use
in their spelling.
 For example:
Is it c, k, or ck?
Is it oi or oy?
Is it ou or ow?
Is it ee or ea?
Is it an ay, ey, aigh, ai or a_e?
Phase 6
 Children are encouraged to carefully consider how the
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word looks with their chosen grapheme and to test
how other graphemes look. This is called ‘best fit’.
Caym
caim
came
Boi
boy
Bowt
boat
bote
Children are encouraged to make links to their reading
whilst doing this.
“How did the word look when you saw it in a book you
have read?”
What does a Phonics lesson look
like?
Revisit/review Flashcards to practice
phonemes learnt so far.
Teach
Teach new phoneme air
Practice
Buried treasure
Air, zair, fair, hair, lair, pair,
vair, sair, thair
Read captions:
I can smell fresh air.
I found my pair of shoes.
Apply
Pseudo words
 These are non-sense words which the children can
decode from phase 2 onwards.
e.g. Flob, sab, elb.
 Task: Buried Treasure game
 There are activities on the internet to practise this.
e.g. www.phonicsplay.co.uk
Phonics Screening
 All children in Year 1 will have a Phonics Screening Test in the
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Summer Term.
The test contains 40 words ~ 20 real and 20 nonsense or pseudo
words (alien words). All words in the test can be decoded by
segmenting and blending. However the children have to be
secure in their phonics to recognise where words contain
digraphs or trigraphs.
Last years pass mark was 32 out of 40.
The test is undertaken 1:1 under test conditions in a quiet area of
the school.
Children who do not pass in Year 1 are retested in Year 2.
When hearing your child read at home it is important to discuss
the book and specific words as well as just reading the printed
text.
Year 1 Phonics Test
How do children learn phonics at
school?
 The children have daily phonics sessions.
 They are taught using a range of strategies and resources;
 Phoneme frames
 Buried treasure
 Phoneme fans
 Matching captions / sentences to pictures
 What’s in the box?
 Quick write
 Writing dictated words, captions & sentences
 Phoneme spotter stories
 Comprehension activities
 Reading
 Spelling
 Flashcards
 Sound button cards
 Phonics Songs
 Robot arms
Back to the quiz!
 Please have a look back at the quiz completed at the
beginning of the session – feel free to ask questions
and change any of your answers.
Reading and comprehension
Rose,
2006
Reading - the simple view of
reading diagram:
Grammar
 In 2016 Year 2 children will have to sit a Grammar test.
 The key stage 1 English grammar, punctuation and spelling test is
designed to assess grammar, punctuation, language strategies,
handwriting and spelling. (Gov.uk)
 The test may contain tasks such as;
 Adding punctuation to a sentence (, ? ! “ ” .)
 Ordering a jumbled up sentence / understanding sentence
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construction.
Adding plurals, suffixes and prefixes.
Adding conjunctions (connectives).
Adding verbs, adjectives, apostrophes.
Past tense.
Understanding different sentence types (e.g. Command, question,
exclamation, statement)
 How can I help my child with grammar, punctuation and spelling?
http://www.oxfordowl.co.uk/for-home/reading-site/experthelp/grammar-punctuation-and-spelling-made-easy
Ways to help your child at home...
 Practise the pure sounds
 Practise reading tricky words
 Encourage them to use their phonic knowledge when reading at home
 Help them to learn their spellings
 Play phonics games (phonics play, oxford owls, BBC bitesize, Roy the
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Zebra, Gerald the giraffe, ICT games, Crickweb)
Practise reading pseudo words.
Ask us if you are not sure on any sound.
Talk to them to model grammar patterns.
Read to your child ~ this helps them to internalise grammar patterns
and extends their vocabulary.
Listen to your child read and make time for discussion around the text.
Finally...
 We hope you have found this both useful and informative.
 We would like your feedback – please use the coloured
paper on your table to leave us your comments – things
you’ve enjoyed, what’s been useful and any suggestions you
have!
 Any questions?
 Please look at resources we have to support Phonics
teaching.