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Phonics-Workshop-Presentation

The document outlines the importance of high-quality phonics instruction for teaching early reading, emphasizing the correlation between sounds and symbols in the English language. It details the phases of phonics teaching, skills involved in blending and segmenting, and the significance of comprehension in reading. Additionally, it provides guidance for parents on supporting their children's reading development at home.

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Swati Chabba
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0% found this document useful (0 votes)
21 views41 pages

Phonics-Workshop-Presentation

The document outlines the importance of high-quality phonics instruction for teaching early reading, emphasizing the correlation between sounds and symbols in the English language. It details the phases of phonics teaching, skills involved in blending and segmenting, and the significance of comprehension in reading. Additionally, it provides guidance for parents on supporting their children's reading development at home.

Uploaded by

Swati Chabba
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPT, PDF, TXT or read online on Scribd
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Phonics

Workshop
2006, Sir Jim Rose - Independent Review of
the Teaching of Early Reading.

The review recommended ‘high quality


phonics work’ as the main way to teach
beginner readers to learn to read.

It emphasised importance of speaking and


listening from birth onwards at home, in early
years settings and in schools.

10/04/25 Phonics Workshop 2


2 elements to reading:
Language
Word recognition comprehens
ion
Comprehension processes

GOOD

Word Word
recognition recognition
POOR GOOD
processes processes

POOR

Simple view of Reading: Language


comprehens
ion
processes

10/04/25 Phonics Workshop 3


What is phonics?
 A method of teaching people to read
and spell by correlating sounds with
symbols in an alphabetic writing
system.
 Multi-sensory – see, hear, feel, do.

10/04/25 Phonics Workshop 4


Why Phonics?
 Being able to read is the most
important skill children will learn
during their early schooling.
 Far-reaching implications for lifelong
confidence and well-being.

10/04/25 Phonics Workshop 5


•High Quality phonic teaching secures
the skill of word recognition.
•Once mastered, enables children to
read fluently and automatically.
•Once children are fluent readers they
are able to concentrate on the
meaning of the text.
•Move from learning to read to reading
for pleasure and purpose.
•Teaches skills for spelling – being a
resilient speller
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English Language

The English language is made up of:

42 phonemes

Represented by 26 graphemes

In 140 combinations (a, b, c, ss, igh).

10/04/25 Phonics Workshop 7


Some definitions
Phoneme – The smallest unit of sound
in a word.

Grapheme – graphical representation


of a sound/ phoneme
• for some phonemes, this could be more
than one letter.

e.g. t, ai, igh


Digraphs/ trigraphs
Digraph = 2 letters making one phoneme
Trigraph = 3 letters making one phoneme

A consonant digraph contains two consonants


next to each other, but they make a single
sound.

e.g. sh, ck, th, ll

A vowel digraph contains at least one vowel but


the two letters still make a single sound

e.g. ai ee ar oy
Adjacent consonants
Two or three consonants that can be
sounded out separately
cr, sp, bl, tw, sk, nd, lp, lk

They can be in the initial or final point


in a word.
stop frog pond best twist
scrunch street
Skills used in phonics
Merging phonemes together to pronounce a
word.
To read an unfamiliar word, a child must link
a phoneme to each letter or letter group in a
word and then merge them together to say
the word = Grapheme-Phoneme
Correspondence (GPC)
sh – o – p

t– ai - l

10/04/25 Phonics Workshop 11


Skills used in phonics
Blending for reading
Merging phonemes together to pronounce a
word. Taught before shown letters – oral.
To read an unfamiliar word, a child must link
a phoneme to each letter or letter group in a
word and then merge them together to say
the word = Grapheme-Phoneme
Correspondence (GPC)
sh – o – p

t– ai - l
10/04/25 Phonics Workshop 12
Segmentation for spelling

Hearing individual phonemes within a word.

E.g. crash has 4 phonemes c – r – a – sh

To spell a word a child must segment a word into the


individual phonemes and choose a letter or letter
combination to represent the phonemes.

For example a child may write:

‘The cat was blak. It had a wiet tayl and a pinc noas.’

10/04/25 Phonics Workshop 13


It iz tighm too gow hoam
sed v kator pilla.
But iy doat wont 2 gow
howm sed th butorflie.
iy wont to staiy heyr.
“It is time to go home,” said
the caterpillar.
“But I don’t want to go
home,” said the butterfly,
“I want to stay here.”
Blending and
segmenting
 It is important that children know and
understand that blending and
segmenting are reversible.

10/04/25 Phonics Workshop – Rebecca Watt 16


Phoneme buttons & robot
arms
sit leg mop

can fit
frog tent

= One grapheme for one phoneme


ch i ll f or t d u ck

th a t w ai t sh e d

b ear d s t r o ngch ur ch

= Two/ three graphemes for one phoneme


Phoneme frames
c a t

sh i p

th i ck er

f r o g

t r ee
10/04/25 Phonics Workshop – Rebecca Watt 19
Have a go
 How would you segment these
words?:
 Shark
 Paint
 Helper
 Shrink
 Speech
 Pie
 Monkey
10/04/25 Phonics Workshop – Rebecca Watt 20
High frequency and tricky
words
Alongside the teaching of phonics
“tricky” high frequency words are not
segmented but taught as whole
words, recognised on sight.

Eg: was, you, her, they, are, all, the,


little, said, there, when, what, have,
like
10/04/25 Phonics Workshop 21
Pronunciation of sounds
Careful pronunciation of sounds is very
important to ensure we are good language
models to children.

Sounds should be pronounced softly and in a


clipped, short manner. Not with a ‘schwur’

Otherwise: Spelling Cat


e.g. Cur- a -tur

10/04/25 Phonics Workshop 22


Sounds/ phonemes/
names?
Teach letter names for initial letter of their
name and as we need them.

Not for decoding/ blending/ segmenting.

Otherwise: Spelling Cat


e.g. See-ai-tee

10/04/25 Phonics Workshop 23


Letters and Sounds
‘Letters and Sounds’ was published following the
Rose Report. It is a very straightforward
document in which the programme for teaching
children to read is set out in Six phases.

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Phase progression
Phase 1 – preparing the ground (phonic
awareness – listening, alliteration, oral
blending and segmenting, rhythm and
rhyme)

Taught in Nursery but continued alongside


Phase 2 in Reception and into KS1.

10/04/25 Phonics Workshop 25


Phase progression
Phase 2 – knowledge of common consonants and vowels,
blending and segmenting CVC/CVCC words. Learning to
read some tricky words.
(Reception – up to 6 weeks)

Phase 3 – Knowledge of one grapheme for each of the 44


phonemes, blending and segmenting CVC/ CVCC/ CCVCC
words. Learning to read and spell tricky words.
(Reception – up to 12 weeks)

Phase 4 – Blending and segmenting previously learnt


graphemes. Revision phase. (up to CCCVCC words &
polysyllabic words) (Reception – 4-6 weeks)

10/04/25 Phonics Workshop 26


Phase progression
Phase 5 – Learning alternative graphemes
for phonemes – spelling & pronunciation.
Learning to spell and read tricky words.
(Throughout Year One)

Phase 6 – Revision, consolidation, building


fluency in reading. Focus on spelling
(suffixes, past tense, spelling strategies –
spelling tests)
(Throughout Year 2)

10/04/25 Phonics Workshop 27


Typical lesson
4 part lesson - usually up to 20 minutes.

1.Revisit/Review – practise previously learned letters


or graphemes. GPC recall.
2.Teach – Teach new phonemes or graphemes. Teach
one or two new tricky words.
3.Practise – Practise blending and reading words with
new GPC. Practise segmenting for spelling words with
new GPC. Pseudo/ alien words.
4.Apply – Read and/or write a caption or sentence
using one or more tricky words and words containing
the new phoneme/ grapheme.

10/04/25 Phonics Workshop 28


THRASS charts
At Moorside we use THRASS charts to help
teach phonics.
•They help the children to see all of the

different spelling choices for the


phonemes
•They support with independent spelling in

class
•The children must be able to hear and

segment the sounds in words first


Links to reading
The ability to blend and segment is
essential to being a successful reader
and writer.

At Moorside we put a high priority on


these early skills and only move a
child onto the reading scheme when
we feel they are ready.
Phonics Screening check
– Year 1
• A statutory assessment for all children in Year 1
• It is designed to confirm whether individual children
have learned phonic decoding to an appropriate
standard.
• Children are tested in the summer.
“The check will be focused solely on decoding using phonics. The check will
confirm individually whether pupils have learned phonic decoding to an
appropriate standard by the end of Y1 and identify pupils who need additional
support from their school to catch up.”

Y1 Phonics Screening Check


Framework for Pilot in 2011 (DfE)

10/04/25 Phonics Workshop 31


What does the check consist
of?
40 words that children read 1:1 with a teacher
A combination of real words and psuedo-words or ‘alien’
words.
The check will be divided into two sections:

Section 1:
Phonemes that are usually introduced first to children
learning to decode using phonics.
Simple word structures.

Section 2:
Phonemes that are usually introduced later and
graphemes that correspond to more than one phoneme.
More complex word structures, including two syllable
words.
The psuedo-words
are shown to the
children alongside
pictures of imaginary
creatures to ensure
they are not trying to
match the pseudo-
word to a word in
their vocabulary.
Moving into Key Stage 2

There is no need for daily phonics


session if children are up to required
standard.

However, if they are not, they should


have regular phonics teaching in order
to help them progress.

10/04/25 Phonics Workshop 34


10/04/25 Phonics Workshop – Rebecca Watt 35
Helping your child
 Lots of talk and discussion about things
they are doing/ seen/ heard.
 Play games e.g. I spy, I hear with my little
ear
 Restrict technology time
 Consistent bedtime routine, quiet time
before bed – non-stimulating, quality sleep
time
 Don’t pressurise them
Good resources for using
at home
- Display an alphabet poster or
chart in the kitchen.
- Magnetic letters on the fridge.
- Sound mats for use when writing.
- A set of Flashcards of sounds for
using in games.
-Good quality story books and Non
Fiction books.
10/04/25 Phonics Workshop 37
Reading at home

10/04/25 Phonics Workshop – Rebecca Watt 38


10/04/25 Phonics Workshop – Rebecca Watt 39
Making it manageable
 Ideally try to read 5 times a week with
your child for 5-10mins.
 Ask the children questions when you
are reading with them – develops
comprehension.
 Read stories to them and discuss
words with them – develops
vocabulary.
 Ultimately, reading needs to be fun!
10/04/25 Phonics Workshop – Rebecca Watt 40
Reading books
 At Moorside, we have a scheme in school
which we follow, which links to the phonic
phases.
 As professionals, we have to ensure that
the children can read the words BUT ALSO
understand what they have read.
 If your child has one book over the
weekend, are there questions you can ask
them to check they have understood what
they have read?
10/04/25 Phonics Workshop – Rebecca Watt 41

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