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Birdwell SchoolBirdwell SchoolPhonics and SpellingPhonics and SpellingWorkshopWorkshop

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WALT:• Share how phonics is taught in Key Stage 1 – outline

terminology and structure

• Share examples of actiities and resources we use toteach phonics

• Share we!sites which parents can use to supporttheir children

• "ie you an opportunity to as# $uestions

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%honics is all a!out using &

skills forreading and

spelling

knowledge of the

alpha!et+

Learning phonics will help your child

to !ecome a good reader and writer'

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(ery child in KS1 and lower KS)

has a )* minute daily phonics orspelling session at their leel'

+hildren are !rilliant at moing totheir phonics groups and wor#ingreally hard for the short !urst of

phonics and spelling time'

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•(ery day the children hae )* minutesessions of phonics'• ,t is a fast paced approach'• Lessons encompass a range of games-

writing on white!oards and exploration ofpatterns and rules'•There are . phonics phases which thechildren wor# through at their own pace'

/aily %honics

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%honic terms your child willlearn at school

• %honeme• "rapheme• 0lending• Segmenting

• /igraph• Split digraph• Trigraph• %honeme frame

• Sound !utton• Tric#y words

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"lossary:

• Phonemes: The smallest units of sound that are foundwithin a word

• Grapheme: The spelling of the sound e.g. th

• Diagraph: Two letters that make one sound when read

• Split diagraph: Two letters that make one long vowelsound but that are split b a consonant e.g. hope

• Trigraphs: Three letters that make one sound

• Segmenting is breaking up a word into its sounds.

• Blending : Putting the sounds together to read a word• Trick words: Words that cannot easil be decoded.

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%honics Screening chec# – ear 1

• A new statutor assessment for all children inear 1

• ,t is designed to confirm whether indiidual children

hae learned phonic decoding to an appropriatestandard'• 40 words that children read 1:1 with a teacher •  A combination of real words and psuedo-words or

‘alien’ words.

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!f children do not meet there"uired pass mark for the check#then additional phonic support will

be put in place# if needed.

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,n ears 1 and ) &

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Typical lesson2 part lesson 3 usually up to )* minutes'

1'4eisit54eiew – practise preiously learned letters or graphemes

)'Teach – Teach new graphemes' Teach one or two new tric#ywords'

6'%ractise – %ractise !lending and reading words with new "%+'%ractise segmenting for spelling words with new "%+'

2'Apply – 4ead or write a caption or sentence using one or moretric#y words and words containing the grapheme'

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Phase 5

• Teach new graphemes for reading•a# ou# ie# ea# o# ir# ue# aw# wh# ph# ew# oe#au#a$e# e$e# i$e# o$e# u$e

 %earn alternative pronunciations of graphemes&the same grapheme can represent more than onephoneme':(in)find# hot)cold# cat)cent# got)giant#but)put# cow)blow# tie)field# eat)bread#

farmer)her# hat)what# es)b)ver#chin)school)chef# out)shoulder)could)ou.•.

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Learning all the ariations7%earning that the same phoneme can berepresented in more than one wa:

burn 

first 

term 

heard  

work 

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meat bread

he bed

bear hear

cow low

%earning that the same graphemecan represent more than onephoneme:

%earning all the variations*

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Teaching the split digraph

tie time

toe tone

cue cube

pie pine

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The children loe reading

alien words7fawsting

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+ ,eal Treat*

Tom was ery happy' ,t was the wee#end and he was off to the

!each with his mum and dad- his puppy and !a!y %ete'

89elp me pac# the green !ag- said ;um' 8We need sun cream and

lots to eat'

Tom got into his seat in the !ac# of the car and the puppy got on

his #nee' %ete held his toy sheep'

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%hase .

• %hase . focuses on spellings andlearning rules for spelling alternaties'+hildren loo# at sylla!les- !ase words-

analogy and mnemonics'• +hildren might learn a!out past tense-

rules for adding 8ing and irregular

er!s• 8tion and 8sion words• ''=%honics=T3L3)623;emory3Strategies3>or3Spelling3/isplay3%

osters'pdf

http://c/Documents%20and%20Settings/LLaing/Local%20Settings/Temporary%20Internet%20Files/Content.IE5/Phonics/T-L-234-Memory-Strategies-For-Spelling-Display-Posters.pdfhttp://c/Documents%20and%20Settings/LLaing/Local%20Settings/Temporary%20Internet%20Files/Content.IE5/Phonics/T-L-234-Memory-Strategies-For-Spelling-Display-Posters.pdfhttp://c/Documents%20and%20Settings/LLaing/Local%20Settings/Temporary%20Internet%20Files/Content.IE5/Phonics/T-L-234-Memory-Strategies-For-Spelling-Display-Posters.pdfhttp://c/Documents%20and%20Settings/LLaing/Local%20Settings/Temporary%20Internet%20Files/Content.IE5/Phonics/T-L-234-Memory-Strategies-For-Spelling-Display-Posters.pdf

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,s there anything , can

do at home?

 y e s

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  9ow can , help at home?

• When spelling# encourage our child to think

about what -looks right.

• /ave fun tring out different options0wipe cleanwhiteboards are good for tring out spellings.

•   tra trai•   rain ran•   boil bol

•   bo boi•   throat throwt•   snow snoa

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>un ideas

Splat7

0ingo

There are lots of ideas in yourpac# to help you !e as creatie as you can to help your child to learn

their sounds5tric#y words'

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ea

ss @@

ngigh

sh

m therwh

ow

Splat*

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ie ayea er

wh e3eoy ph

aw ue

Sound 0ingo7

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At home&

• se sound mats to support $uic# recall• 9ae fun ma#ing alien words – put sounds together

to ma#e real and not real words• %lay phonic games – there are lots of useful we!sites

• 9ae lots of good $uality reading !oo#s aaila!le –use the Li!rary with your child

• 4ead eeryday with your child if possi!le – as well ashearing them read- share stories !efore !edtimeand let them catch you reading too7

• www'phonicsplay'com is a really useful we!site

•  

http://www.phonicsplay.com/http://www.phonicsplay.com/