- To understand what phonics is.

- To understand how we teach phonics at school.

- To share information about the Year 1 Phonics Screening Test.

- To share information and ideas to help you support your child’s phonics and reading at home.

Aims of the session

In phonics lessons we teach children the

sound made by each letter which helps them

to read and write words. We also teach

tricky words which cannot be sounded out

and high frequency words which are de-

codable.

At Joy Lane Primary School we follow the

government publication of Letters and

Sounds.Various different schemes are followed in schools* Letters and Sounds *

- Jolly Phonics

- Read Write Inc

- Sounds Write

Terminology

Phoneme – unit of sound

Grapheme – way a sound is written

Digraph – 2 letters making 1 sound

Trigraph – 3 letters making 1 sound

Split digraph – when a vowel sound is split by a consonant (a_e, u_e, i_e, e_e, o_e)

Adjacent Consonants– letters close but can their hear individual sounds (went)

Blending – putting sounds together to read a word

Segmenting – splitting a word up into individual phonemes for writing

Our language system consists of 26 letters of the alphabet which are used to form the 44 phonemes.

These phonemes can be written in over 120 combinations – for example, i-e side, ie pie, ighhigh, y fly.

We use the Letters and Sounds programme to teach all the combinations by the time children leave Year 2 (some children continue in KS2 if needed). Through a Daily teacher directed session. Phase 1 begins in preschool settings and mainly consists of listening to sounds in the environment and rhymes.

Children are taught to use sounds to ‘blend’ and

‘chop’ words.

We blend words when we are reading.

d o g dog

We chop/clap words when we are writing.

dog d o g

Some sounds (phonemes) have more than one letter.

Sound buttons allow the children to really focus on the phonemes (sounds) within the words, rather than

focusing on individual letters.

Why do we use sound buttons?

chat

spoon

light

haunt

cake

Recap Learning -Reception Phase 2

We will start at ‘Phase 2’ from Letters and Sounds.

We teach children to read

the tricky words..

the, to, I, no, go, into

We also teach the alphabet

letter names using alphabet

songs and games.

We will continue to ‘Phase 3’ from Letters and Sounds.

We teach children to read the

tricky words...

he, she, we, me, be, was, my,

you, they, her, all, are.

We teach children to spell the

tricky words…

the, to, no, go.

Children also practise reading

and spelling the high frequency

words…

will, that, this, then, them, with, see, for, now, down, look, too

We teach children to read the tricky words...he, she, we, me, be, was, my, you, they, her, all, are.

We teach children to spell the tricky words…the, to, no, go.

Children also practise reading and spelling the high frequency words…

will, that, this, then, them, with, see, for, now, down,

look, too.

Recap Learning -Reception Phase 3

Children do not learn any new sounds in Phase 4,

instead they learn about adjacent consonants.

Adjacent consonants are two sounds that often

come together in words. They can easily be

missed out by young readers and writers.

e.g went. It is common for children to miss out the

quieter sound, in this case spelling wet.

Recap Learning –Reception/Y 1 Phase 4

We teach children to read the tricky words...

said, so, have, like, some, come, were, there, little,

one, do, when, out, what.

We teach children to spell the tricky words…

he, she, we, me, be, was, you, they, all, are, my,

her.

Children also practise reading and spelling the

high frequency words…

went, it’s, from, children, just, help.

Recap Learning –Reception/Y1 Phase 4

Year 1 Phase 5

Phase 5 is split into 3 sections:

1) Sounds2) Alternative pronunciations for graphemes

(e.g. ‘c’ can sound different as in ‘cat’ and ‘circle’)3) Alternative spellings for phonemes

(e.g. the ‘f’ sound can also be spelt ‘ph’)

Letters and

Sounds pg134

Letters and

Sounds pg144

Introduces common spelling patterns to enable children to make ‘educated guesses’ at spelling.

Teaches to read and spell the tricky words:oh, their, people, Mr, Mrs, looked, called, asked, could.

Teaches reading and spelling the high frequency words:don’t, old, I’m, by, time, house, about, your, day, made, came,

make, here, saw, very, put.

Teaches reading the words: water, where, who, again, thought, through, work, mouse, many, laughed, because, different, any, eyes, friends, once, please

Teaches spelling the words: said, so, have, like, some, come, were, there, little, one, do, when, what, out

(Year 1)

https://www.youtube.com/watch?v=IwJx1NSineE

Correct articulation of the phonemes

Year 1 Phonics Screening

The National Phonics Screening Check was introduced in 2012 to

all Year 1 pupils. It is a short, statutory assessment to ensure that

children are making sufficient progress in the phonics skills to read

words and are on track to become fluent readers who can enjoy

reading for pleasure and for learning.

The check is not about passing or failing but checking appropriate

progress is being made. It aims to identify the children who need

extra help so that they can be given support by school to improve

their reading skills.

At Joy Lane Primary School we already identify children and

provide early intervention support; however we must comply with

the statutory requirement.

Alien pictures are used to help the children

indentify when a word will not be real.

Children are required to decode a list of 40 words,

half real words and half pseudo words (nonsense

words) using synthetic phonics.

The assessment will be age-appropriate, with

children sitting with a teacher and reading one-

to-one. It should be an enjoyable activity for

children which will take no more than 10

minutes, however there is no time limit.

The children are well prepared for this test.

Phonics sessions are built into their daily

routines and teachers are continuously

assessing their phonic knowledge.

•Nonsense words are an established assessment

method of many schools, and are included in many

phonics programmes.

•They are included because they will be new to all

pupils. This is a test of a child’s ability to decode using

phonics. Children who can read non-words should

have the skills to decode almost any unfamiliar word.

Why are nonsense words included in the test?

https://www.gov.uk/government/publications/phonics-screening-check-sample-materials-and-training-video

Phonics Screening Check Video

•We are required to inform parents towards the

end of the summer term in Year 1 of their child’s

results, this will be included in your child’s report.

•If your child does not reach the required level, we

will continue to support your child into Year 2 with

provisions tailored to their needs. Do not panic,

children all develop at their own individual rates.

•Children will have the opportunity to re-take the

test at the end of Year 2.

How will the results be used?

How can I help my child?

Encourage children to use their sounds when they

are reading and writing. When reading help them

to sound out and then blend the word together.

e.g. a - m (not using letter names.)

Help to identify tricky words that can’t be sounded

out.

Please remember when reading books, we

encourage children to use pictures to help them.

When writing children should be encouraged to

chop/clap out sounds they can hear before they

write them.

Use online resources.

•www.phonicsplay.com

•http://www.letters-and-sounds.com/what-is-letters-and-

sounds.html

•http://www.teachyourmonstertoread.com/

http://www.ictgames.com/literacy.html

http://www.oxfordowl.co.uk/

•www.mrthorne.com

•http://www.bbc.co.uk/cbeebies/alphablocks/

•Help your child to practice reading the pseudo words which

will be sent home.

Online Resources

What shall I do if my child is struggling to decode?

•Say each sound in the word from left to right.

•Blend the sounds by pointing to each letter, i.e. /b/ in bat, or

letter group, i.e. /igh/ in sigh, as you say the sound, then run your

finger under the whole word as you say it.

•Familiarise yourself with the different phonemes and correct

pronunciation to ensure you are modelling the sounds correctly

for your child.

•Draw sound buttons on to the word to help you child recognise

the sounds within in it, rather than individual letter sounds.

•Work at your child’s pace and have FUN!

Year 1 Phonics Screening

•The screening will take place on the week commencing

the 13th June.

•The screening will take place in school with your child’s

teacher.

Any Questions?