A phonics workshop for Parents
St John’s CE Primary School
Tuesday 20th November 2012
EYFS and KS1 team
 We
are developing a love of reading as part
of our school action plan.
 The
EYFS and KS1 team feel it would be
beneficial to share the national
expectations for reading and model
effective strategies for supporting your
child’s reading at home.
 Do
you feel confident when reading with
your child?
my
shell
ring
said
shop
and
do
rain
dog

When reading, your child will be able to
decode/ break up certain words, whilst
other,‘tricky’ words can only be learnt from
sight.
 Encourage
them to sound out decodable
words and help them if needs be.
 Help them with ‘tricky’ words, which cannot
be sounded out.
 Encourage them to remember common tricky
words from past experience of reading
(words such as the, me, my, he, she, we)
 Point to the each word if they are missing
out words.
 Give them thinking time.
 Use the pictures!
 Practise
‘little and often’ (5/10 minutes per
day)
 Read the words with your child
 Say the words out loud (children have a
greater chance of remembering a word if
they have said it aloud)
 Engage the left (memory) side of their brain
when sounding out the words they are
learning.
 Look, say, cover, write, check.
 Children
in Reception are working towards
achieving the following Early Learning Goal:
Children read and understand simple
sentences. They use phonic knowledge to
decode regular words and read them aloud
accurately. They also read some common
irregular words. They demonstrate
understanding when talking with others
about what they have read.

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Listens to and joins in with stories and poems.
Beginning to be aware of the way stories are structured.
Suggests how the story might end.
Listens to stories with increasing attention and recall.
Describes main story settings, events and principal
characters.
Recognises familiar words and signs such as own name
and advertising logos.
Holds books the correct way up and turns pages.
Knows that print carries meaning and, in English, is read
from left to right and top to bottom.
Which of these can my child do? How can I
support this at home?
 Hears
and says the initial sounds in words.
 Can segment the sounds in simple words and
blend them together and knows which letters
represent some of them.
 Links sounds to letters, naming and sounding
the letters of the alphabet.
 Begins to read words and simple sentences.
Which of these can my child do? How can
I support this at home?
 Learning
how to pronounce sounds
phonetically (Letters and Sounds video)
 Teaching the sounds with actions
 Taking a reading book home (this may be a
picture book, a book with words or a book
with simple sentences)
 Children
in Key Stage One should are
taught to the following National Curriculum
objectives:
1.
2.
3.
4.
5.
hear, identify, segment and blend phonemes in
words
sound and name letters of the alphabet
recognise that some sounds may have different
spellings and that the same spellings may relate to
different sounds
read on sight high-frequency words and other
familiar words
recognise words with common spelling patterns
 We
build on children’s knowledge of sounds
by teaching new ones:
 We
teach children to read and spell words by
breaking them into sounds. We segment the
words:
cat
. . .
sh i p
__ . .
 It
is now compulsory for Year One children to
take part in a national test at the end of Year
One. It consists of 40 decodable words,
containing sounds which most children should
recognise by the end of Year One. The words
are a mixture of real and ‘nonsense’ words:
jump
... .
baim
. __ .
kigh
. __
shine
_...
scrap
.....
 Towards
the end of Year Two, your child will
take a reading test. This assesses their ability
to read independently and understand what
they have read.
 How
do I support my child’s comprehension
skills already?
 How can I encourage my child to ask and
answer questions about what they have read?
•Why is Kipper saying no?
•Why is Kipper covering his mouth?
•What does Mum want to do?
•How does Kipper feel?
•What might happen next in the story?