Ducklington
Phonics Workshop
AIMS
• To share how phonics is taught in Ducklington
> To show examples of activities and
resources we use to teach phonics
• To develop parents’ confidence in helping their
children with phonics
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 wide range of activities
and games
• Children apply their phonics knowledge across
all areas of the curriculum
• Letters and Sounds
• There are 6 phonics phases which the children
work through
• Phase 1 – 3 in F1, Phases 4-5 in Year 1 and
Phase 6 in Year 2 although every child is
different
PHASE 1: ASPECT 7
Your children 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
Segmenting
• Children need to be able to hear a whole word and
say every sound that they hear
• Continues throughout Phases 2-6
•
Games list in information booklet (pages 4-5)
PHASE 2
• Once children are secure with oral blending and segmenting
they need to build up their letter recognition. Then they
can begin to read and write!
HOW CAN I HELP AT HOME?
• Practise saying the phonemes and graphemes
• Write the graphemes – large and small scale e.g.
paintbrushes and water outside, chalk on tarmac,
handwriting sheets and whiteboards in phonics
packs
• Games – find the graphemes 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 muck/ticket) 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) or
“consonant-vowel-consonant-consonant” (CVCC)
words:
sat, tap, dig, duck, rug, puff, hill, hiss
• Sounds must be articulated clearly and precisely
(link in information booklet – will be added to
school website)
• What happens if they are not?
cuh-a-puh versus c-a-p
• Lesson demonstrations by Mrs Thomas and KS1
pupils:
> Blending for Reading: Children need to
practise instantly recognising phonemes and blending
them together to read words
> Segmenting for Spelling: Children need to
practise orally breaking down the sounds they hear
in words and writing one sound at a time
TWO-SYLLABLE WORDS
• Children are introduced to two-syllable words at
Phase 2
• They are taught to split up the word for reading
and spelling
laptop
rabbit
cobweb
• This is a very important skill that children will
use throughout the rest of the phases and
beyond when tackling longer words
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 10)
Words will be added to phonics packs
PHASE 3
• Children will learn more tricky words and another 26
phonemes: This is where grapheme knowledge
becomes important!
• 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
HOW CAN I HELP AT HOME?
• Phoneme frames and sounds buttons
c
.
a
.
f
i
.
_
.
.
t
.
sh
_
Keep your sound
mats close by to
help you identify
the digraphs and
trigraphs
.
More activities listed in information
booklet (page 9)
PHASE 4
• Children move into Phase 4 when they know all the
phonemes from Phases 2 and 3 and can use them
to read and spell simple words and
captions/sentences.
• They will also be able to read some two-syllable
words and increasing range of tricky words.
• This should happen by the end of F1 but every
child is different
• Your child’s class teacher will be happy to discuss
your child’s progress with you and let you
know which specific activities will help at
home. Work will be added to phonics
packs.
PHASE 4
• Phase 4 doesn’t introduce any new phonemes. It
introduces adjacent consonants and focuses on
reading and spelling longer words with the
phonemes the children already know.
• Words can have adjacent consonants at the
beginning, at the end or at the beginning and the
end: spot, trip, clap,
tent, mend, damp,
trust, spend, twist
• Children will read and write words containing both
adjacent consonants and digraphs. They will also
read and write polysyllabic words
chimp
paint
shampoo
HOW CAN I HELP AT HOME?
• Phoneme frames and sounds buttons
• Remember – one phoneme (sound) per box
golf (4 boxes)
stand (5 boxes)
green (4 boxes)
spring (5 boxes)
More activities are listed in the
information booklet (page 11) and
will be added to phonics packs
PHASE 5
• Teach new tricky words
• Teach new graphemes
ay
ea
ue
ph
au
–
–
–
–
–
day
eat
blue
photo
Paul
ou – out
oy – boy
aw – saw
ew – new
ie – tie
ir – girl
wh – when
oe – toe
• Learn alternative pronunciations of graphemes
(the same grapheme can represent more than one
phoneme)
Fin/find
hot/cold
cat/cent
got/giant
but/put
cow/blow
tie/field
eat/bread
farmer/her
hat/what
yes/by/very
chin/school/chef
out/shoulder/could/you
SPLIT DIGRAPHS
toe
tone
cue
cube
a-e (make)
o-e (home)
e-e (these)
u-e (blue)
i-e (like)
PHASE 6
• Children will learn about:
> Rules for spelling
> Spelling strategies (applying everything they
have learned)
> adding suffixes e.g. –ed (laughed), - ing
(laughing), -er (writer), -est (happiest), -ful
(careful), -ly (carefully) and –y (funny), -ness
(happiness) and –ment (development)
HOW CAN I HELP AT HOME?
• Keep the Phase 5 sound mat and Phase 5 table
handy – regularly discuss the “best guess”
• When spelling, encourage your child to think
about what “looks right”
• Have fun trying out different options.
Whiteboards are excellent for trying out
spellings.
•
•
•
•
•
•
tray
rain
boil
boy
throat
snow
trai
rayn
boyl
boi
throwt
snoa
“ALIEN” WORDS
• Using phonemes to make up imaginative nonsense
words e.g. glurg, sprong
• Helps children to practise and apply their phonics
skills
• Helps children to filter new vocabulary
AT HOME
• Phonics Packs for every child – 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 17)
• Evaluations and questions
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.