Fonics

or

Phonics?

Wellcum too the fonicks wurckshop.

I hoap theat yoo ar beegining two

undirstand hou a chighld fealls wen thai ar lerning

tue reed.

Welcome to the phonics workshop.

I hope that you are beginning to understand how a child feels when

they are learning to read.

Phonics at a glance

phonics is made up ofphonics is made up of

skillsskills of ofsegmentationsegmentationand blendingand blending

knowledgeknowledge of ofthe alphabeticthe alphabetic

codecode+

Some definitions

A phoneme is the smallest unit of sound in a word.

Grapheme:

Letter(s) representing a phoneme.

t ai igh

Enunciation

•Teaching phonics requires a technical skill in enunciation

•Phonemes should be articulated clearly and precisely

Letters and Sounds:The phonics resource for

EYFS & KS1

Six phase teaching programme

Working on: Showing awareness of rhyme and alliteration, distinguishing between different sounds in the environment and phonemes,exploring and experimenting with sounds and words and discriminating speech sounds in words. Beginning to orally blend and segment phonemes.

Ph

ase

1 co

nti

nu

ou

s th

rou

gh

Ph

ase

2

–6

Working on: Using common consonants and vowels Blending for reading and segmenting for spelling simple CVC words.Working on: Knowing that words are constructed from phonemes and that phonemes are represented by graphemes.Letter progression:

Set 1: s, a, t, p Set 2: i, n, m, d Set 3: g, o, c, kSet 4: ck, e, u, r Set 5: h, b, f, ff, l, ll, ss

Phase 2

Working on: Knowing one grapheme for each of the 43 phonemes

Working on: Reading and spelling a wide range of CVC words using all letters and less frequent consonant digraphs and some long vowel phonemes.Graphemes: ear, air, ure, er, ar, or, ur, ow, oi, ai, ee, igh, oa, oo

Working on: Reading and spelling CVC words using a wider range of letters, short vowels, some consonant digraphs and double letters.Consonant digraphs ch, sh, th, ng

Working on: Reading and spelling CVC words using letters and short vowels.Letter progression

Set 7: y, z, zz, qu Set 6: j, v, w, x

Phase 3

Phase 4 Working on: Segmenting adjacent consonants in words and apply this in spelling.Working on: Blending adjacent consonants in words and applying this skill when reading unfamiliar texts.

Working on: Reading phonically decodable two-syllable and three-syllable words. Working on: Using alternative ways of pronouncing and spelling the graphemes corresponding to the long vowel phonemes.Working on: Spelling complex words using phonically plausible attempts.

Phase 6

SPELLING rules and strategies throughout KS2

Working on: Recognising phonic irregularities. and becoming more secure with less common grapheme-phoneme correspondencesWork ing on: Applying phonic skills and knowledge to recognise and spell an increasing number

Paving the way Children working securely and consistently at Phase 3 by end YR

Children working securely and consistently at Phase 5 by end of Y1

Colour codes

Beginning Y2 and continuing into KS2

Phase 5

Phase 1

Some definitions

Blending:

Recognising the letter-sounds in awritten word, for example c-u-p, sh-ee-pand merging or synthesising them in the

order in which they are written to pronounce the words ‘cup’ and

‘sheep’.

Some definitions

Segmenting:

•Identifying the individual sounds in a spoken word (eg h-i-m, s-t-or-k) and writing down or manipulating letters for each sound (phoneme) to form the word ‘him’ or ‘stork’.

SegmentingHow many phonemes?

WORD PHONEMES

cup

rain

sheep

blink

straw

straight

SegmentingWORD PHONEMES

cup c u p

rain r ai n

sheep sh ee p

blink b l i n k

straw s t r aw

straight s t r aigh t

Some definitions

Digraph:Two letters, which make one phoneme.

A consonant digraph contains two consonants:

sh ck th ll ch

A vowel digraph contains at least one vowel:

ai ee ar oy

Consonant digraphs

ll ss ff zzhill, mess, puff, fizz

sh ch th whship, chat, thin, whip

ng qu cksing, quick

Some definitions

Split digraph:

• A digraph in which the two letters are not adjacent – e.g. make cake time dive nose cube

Some definitions

Trigraph:

Three letters, which make one phoneme.

igh dge

Model for daily discrete teaching of phonic skills and knowledge

REVISIT AND REVIEW Recently and previously learned grapheme-phoneme correspondences, or blending

and segmenting skills as appropriate

TEACHNew grapheme-phoneme correspondences; skills of blending and

segmenting

PRACTISENew grapheme-phoneme correspondences; skills of blending and segmenting

APPLYNew knowledge and skills while reading/writing

How would you say the following

words????????????????

Grapheme choices

glay glai

proyn proin

strou strow

sproat sprowt

dryt dright

smayn smain

groy groi

Phonic Screening (June )

quiz jair back clain doom yewn short tabe brown clisk main thrand rude scroy

Phase 6 (Year 2)

• Increasing fluency and accuracyThroughout Year Two through Support

for Spelling (spelling for Year 2 to Year 6)

Teaching high-frequency words

• Those HF words that are not completely phonetically regular contain some known GPCs

• Start with what is known and register the ‘tricky bit’ in the word.

• E.g. the, said, was, me, go etc.

• Phonics is the step up to word recognition

• Automatic reading of all words –decodable and tricky – is the ultimate goal.

• Go from learning to read to reading to learn!