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Wednesday 11th November 2014
Bolshaw Primary School
• To help you understand more about what phonics is and how we teach it at school
• Not to scare you – handouts will be a reference for you with some of the hard language involved with phonics
• To understand what is expected at each Letters and Sounds phase
• To give you practical ideas on games and activities you can be playing at home with your children
• For you to feel more confident in supporting us in teaching your child to read letters, words, sentences and texts
In school, we follow the Letters and
Sounds programme, delivered
through Jolly Phonics.
• An independent review of the teaching of early reading
• This included the role of synthetic phonics
Recommendations:• Systematic approach - synthetic phonics• Phonic work is essential for the development of writing,
especially spelling• Children must be taught how reading and writing are
related
Since the Rose Review, phonics has become a widely used method of teaching children to read and
decode words.
Sessions use a variety of different approaches to engage children and ensure their individual learning
styles have been catered for.
Phonics is about learning letter sounds NOT the letter names. Phonics is the relationship between letters
and sounds.
There are 44 sounds in the English Language that we learn to put together to make words.
Phoneme Graphemes Segmenting and blending Digraph Trigraph Split vowel digraph
Terminology
Phonemes are
Graphemes
Phonemes and Graphemes
SegmentingPulling the word apart – sounding out.
catc a t
BlendingPutting the sounds together to
read the word.
c at
Phases 4 and 5
ReceptionPhases 1, 2 and 3
Year 1
Year 2Phases 6
When are the phases usually taught?
Phase 1There are 7 aspects with 3 strands:
A1 – Environmental
A2 – Instrumental sounds
A3 – Body Percussion
A4 – Rhythm and rhyme
A5 – Alliteration
A6 – Voice sounds
A7 – Oral blending and segmenting.
Is the start of systematic phonic work.
Introduces the phoneme-grapheme correspondence. To teach that words are constructed from sounds (phonemes) and that sounds are represented by letters (graphemes.)
Phase 2
s a t p i n m d g o c
k ck e u r h b f ff l ll
ss
Phase 2 Phonemes and actions
Pronouncing the phonemes correctly is very important.
eg the letter s is pronounced sssss and not suh.We all need to use the same language at home and at school.
s a t p i n
sat it pattap pan nip
Phase 3 The children continue to segment
and blend words and begin to learn digraphs and trigraphs
For exampleDigraphs - ‘rain’, ‘deep’, and ‘chop’.
Trigraph – night, chair, dear
Digraphs and Trigraphs
Can you identify the digraphsand trigraphs in these words?
beard blue
fairy nightsound
soil
Phase 3 phonemes and actions
j v w y z zz qu ch sh th ng
ai ee igh oa oo oo ar or ur ow oi
ear air ure er
TRICKY WORDSWords that are not phonically decodable.
was, the, I.
Some are ‘tricky’ to start with but will become decodable once children have learned the harder phonemes.
out, there.
Phase 4
This phase consolidates all the children have learnt in the previous
phases.
In Phase 4, no new graphemes are introduced.
The main aim of this phase is to consolidate the children's knowledge and to help them learn to read and
spell words which have adjacent consonants.
trap string milk
Phase 5Children will be taught new graphemes and
alternative pronunciations for these graphemes. e.g the children will know that ai as in rain but will
now learn ay as in play.
Split digraphs: a_e, e_e, i_e, o_e, u_ee.g. plane, home, nice
Alternative pronunciationsea in tea, head and break
Phoneme Spotter Story
How many alternative graphemes can you find that make the same phoneme?
A real treat
ee ea ey y e-e i ie
Year 1 Phonics Test
Pseudo words Children are taught to read real
words and pseudo words (nonsense words).
For example ‘hep’, ‘vel’, ‘sep’, ‘mear’ and ‘hain’.
Phase 6During this phase, children will:
Learn about long and short vowel sounds
Learn about past and present tense
Learn about rules for adding suffixes (word endings)
Develop strategies for spelling polysyllabic and compound words. (e.g wonderful, internet, snowman, playground)
Long and Short Vowel Sounds
a ei
o u
Long and Short Vowel Sounds
a ei
o uIt is important that children can distinguish between long and short vowel sounds, so that they can apply the rules when adding suffixes and prefixes in Phase 6.
Adding ‘ed’
jump
partychim
skipclimb
ed
Phase 6The children will investigate the
rules for suffixes
-s -es -ing -ed-er -est -y -en
-ful -ly -ment -ness
Phase 6The children will also begin to
investigate how prefixes change the meaning of words
unzip disagree
What does a Phonics lesson look like?
Revisit/review
Practice phonemes learnt so far.
Teach Teach new phoneme air
Practice Buried treasure air, zair, fair, hair, lair, pair, vair, sair, thair
Apply Read captions:The girl has long hair.The boy had fun at the fair.
Mnemonics A spelling strategy that the children enjoy is
making up mnemonics. For example:People – people eat orange peel like elephants
Have you used a mnemonic to remember howto spell a word? Can you think of one for the
word ‘because’?
How can you help at home?
www.phonicsplay.co.uk
How can you help at home?
www.ictgames.com
How can you help at home?
Phoneme frame
Flash cards
Magnetic letters
Any questions