Ducklington
Phonics Workshop
AIMS
• To share how phonics is taught in F1
> To show examples of activities and
resources we use to teach phonics
• To develop parents’ confidence in helping their
children with phonics
• To give parents an opportunity to ask questions
WHAT IS PHONICS?
• Children develop awareness that spoken words are
made up of different sounds (phonemes) and they
learn to match these phonemes to letters (graphemes)
“A cow makes the moo sound but it’s called a cow”
• Phonics is about children knowing how sounds
(phonemes) link to letters (graphemes)
.
Phonics is the main way in
which we help your child
to learn to read and write
DAILY PHONICS
• Every day the children have at least one
session of phonics led by an adult
• Lessons encompass a range of games,
songs and rhymes
• We also plan opportunities for children to
practise phonics in their child-initiated
activities
• Letters and Sounds and Jolly Phonics
• There are 6 phonics phases which the children
work through at their own pace
• Phase 1: Aspects 1-6
•
> General sound discrimination
> Alliteration and rhyming
HOW CAN I HELP AT
HOME?
• Nursery rhymes*, songs, action rhymes.
• Add sound effects to stories.
• Music and movement: rhythm, guess the
instrument.
• Talking about sounds: listening walks, loud/soft,
high/low, silly noises.
• Activities listed in information booklet (page
4)
CONTINUE THROUGHOUT F1
* Bookstart website – The benefits of rhyme
PHASE 1: ASPECT 7
Your children will learn to use the term:
Blending
• Children need to be able to hear the separate
sounds in a word and then blend them together to
say the whole word before they start using
letters
• Lesson demonstration – Cross the River
(JM)
• Sounds should be articulated clearly and precisely
(links in information booklet)
HOW CAN I HELP AT
HOME?
Blending
•
Children need to practise hearing a series of
spoken sounds and merging them together to
make a word
•
For example, you say pass the ‘c-u-p’, and your
child says ‘cup’
•
Games list in information booklet (page 5)
PHASE 1: ASPECT 7
Your children will learn to use the term:
Segmenting
• Children need to be able to hear a whole word and
say every sound that they hear
• Lesson demonstration – Metal Mike
(JM)
• Sounds should be articulated clearly and precisely
HOW CAN I HELP AT
HOME?
Segmenting
• Children need to practise separating the sounds in
words
• For example, you say pass the ‘cup’ and your child
says ‘here is the c-u-p’
• Games list in information booklet (page 6)
PHASE 2
• Once children are secure with oral blending and
segmenting they need to build up their letter
recognition
• Then they can link everything together and really
begin to read and write 
• Lesson demonstration – Jolly Phonics: read story,
sound, action, song, air writing. Find the Sound
song.
(KR)
•
•
Sounds should be articulated clearly and
precisely
HOW CAN I HELP AT
HOME?
• Practise saying the phoneme and grapheme
• Sing the song while doing the action
• Write the grapheme – large and small scale e.g.
paintbrushes and water outside, chalk on tarmac,
whiteboards, handwriting sheet, paint, bubbles in
the bath etc.
• Games – find the letter in books, on food
packaging, amongst magnetic letters on the
fridge etc.
PHASE 2
Children will learn their first 19 phonemes:
Set 1: s a t p Set 2: i n m d
Set 3: g o c k
Set 4: ck (as in duck) e u r
Set 5: h b l f ff (as in puff) ll (as in hill)
ss (as in hiss)
DIGRAPHS
• They will use these phonemes to read and spell
simple “consonant-vowel-consonant” (CVC) words:
sat, tap, dig, duck, rug, puff, hill, hiss
BLENDING FOR
READING
• Children need to practise instantly recognising
phonemes and blending them together to read
words
• Lesson demonstration – What’s in the Box
(KR)
• Sounds should be articulated clearly and precisely
• What happens if they are not?
cuh-a-puh versus c-a-p
SEGMENTING FOR
SPELLING
• Children need to practise orally breaking down the
sounds they hear in words and writing one sound
at a time
• Lesson demonstration – Phoneme Frames
(KR)
HOW CAN I HELP AT HOME?
• Phoneme frames and sounds buttons
c
.
f
.
a
t
.
.
i
sh
.
_
More activities listed in
information booklet (page 8)
PHONEME FRAMES
ACTIVITY
log
duck
fill
ANSWERS
l
.
o g
.
.
ANSWERS
d
.
u ck
.
_
ANSWERS
f
i
ll
.
.
_
TRICKY WORDS
• There are many words that cannot be fully
blended or segmented because they are
irregular.
the
was
said
you
some
• These require lots of practise at home – instant
recognition of these will build up fluency in
reading
Ideas listed in information booklet
(page 11)
Words will be added to phonics packs
PHASE 3
• Children will learn another 26 phonemes:
• j, v, w, x, y, z, zz, qu
• ch, sh, th, ng, ai, ee, igh, oa, oo, ar, or, ur, ow, oi, ear,
air, ure, er
• TRIGRAPHS
• Children will use these phonemes (and the ones from
Phase 2) to read and spell words e.g:
chip, shop, thin, sing, pain, feet, right,
boat, boot, look, farm, fork, burn,
town, coin, dear, fair, sure
PHONEME FRAMES
ACTIVITY
ring
chick
night
ANSWERS
r
i ng
.
.
_
ch i ck
_
.
_
ANSWERS
n igh t
.
_
.
AT HOME
• Phonics Packs for every child in F1 – the more you
practise, the more you’ll learn, the more you’ll
achieve
• Read everyday with your child if possible
• Useful websites listed in information booklet
(page 14)
• Questions
• Usernames and Passwords in
Phonics Packs
• Picture books will be
allocated until oral blending
and segmenting is secure
Why should you read wordless picture books?
• Sharing stories is key to the development of
literacy and communication skills
• The story emerges through exploring the
illustrations, rather than the words on the
page - this leaves the child free to become
more involved in the storytelling process
• Studies show dramatic increases in
vocabulary
• Familiarisation with the website
Please have a go before our next workshop
DON’T FORGET…
We want all children to have
a real love for books!
Learning to read should be
fun for both children and
parents.