FPS Phonics Powerpoint

2. AIMS
• To share how phonics is taught.
• To develop parents’ confidence in
helping their children with phonics and
reading
• To teach the basics of phonics and some
useful phonics terms
• To outline the different stages in
phonic development
• To show examples of activities and
resources we use to teach phonics
• To give parents an opportunity to ask
questions

3. WHY DO WE TEACH PHONICS?
The ability to read and write well is
a vital skill for all children, paving
the way for an enjoyable and
successful school experience.
Phonics helps children to develop
good reading and spelling skills
e.g. cat can be sounded out for
reading and spelling

4. DAILY PHONICS
We use a scheme called ‘Letters and Sounds’ as our teaching resource and
we also dip into ‘Read Write Inc.’
Phonics gradually progresses to learning spellings –rules etc (in Year 1 and 2)
Sessions encompass a range of games, chants and rhymes
Every child in early years and reception learns daily phonics at their level -
approx. 25 mins per day however there is also consolidation throughout the day
and during play activities

5. PHONICS CONSISTS OF:
Identifying
sounds in
spoken words
Recognising the
common
spellings of
each sound
Blending sounds
into words for
reading
Segmenting
words into
sounds for
spelling

6. SOME DEFINITIONS
A phoneme
This is the
smallest unit
of sound in a word.
How many phonemes can you hear in cat?

7. SOME DEFINITIONS
•Grapheme: The spelling of the sound e.g.
th
•Diagraph: Two letters that make one sound
when read e.g. sh
•Trigraphs: Three letters that make one
sound e.g. igh
•CVC: Stands for consonant, vowel,
consonant. E.g. cat
•Segmenting is breaking up a word into its
sounds.
•Blending : Putting the sounds together to
read a word
•Tricky words: Words that cannot easily be

8. BLENDING
Recognising the letter sounds in a
written word e.g
c-u-p
and merging or ‘blending’ them in the
order in which they are written to
pronounce the word ‘cup’

9. SEGMENTING
‘Chopping up’ the word to spell it
out
The opposite of blending
Identifying the individual sounds in
a spoken word (e.g. h-i-m , s-t-or-k)
and writing down letters for each
sound (phoneme) to form the word him
and stork.

10. HOW TO SAY THE SOUNDS
Saying the sounds correctly with your child is extremely important
The way we say sounds may well be different from when you were at
school
We say the shortest form of the sounds (pure sounds) Teach letter
names later on.
There is a helpful video showing how to say the sounds on the Ruth
Miskin website (link on our website)
http://www.ruthmiskin.com/en/resources/sound-pronunciation-guide/
There are 44 phonemes in English.

11. PHASES IN PHONICS – PHASE 1
Early phonics teaching in pre-school, nursery and at the start
of Reception focuses on developing children’s listening
skills. We do a lot of aural work training the children in
awareness of sounds.
In Phase 1 phonics, children are taught
about…environmental sounds, instrumental sounds, body
percussion (e.g. clapping and stamping) rhythm and rhyme,
alliteration, voice sounds, oral blending and segmenting (e.g.
hearing that d-o-g makes ‘dog’)

12. PHASES IN PHONICS – PHASE 2
In Phase 2, children begin to learn the sounds that letters make
(phonemes). There are 44 sounds in all. Some are made with two
letters, but in Phase 2, children focus on learning the 19 most
common single letter sounds. These are broken down into smaller
sets of about six sounds to make them more achievable for children to
learn.
By the end of Phase 2 children should be able to read some vowel-
consonant words e.g. as, at, it and consonant-vowel-consonant words
(CVC) words e.g. cat, dog, big, and to spell them out.
They also learn some tricky words such as ‘the’ and ‘go.’ These words
can not be sounded out. This phase usually lasts about six weeks but
can take longer.

13. PHASES IN PHONICS – PHASE 3
Phase 3 introduces children to the remaining, more difficult and/or less
commonly used phonemes. These are mainly made up of two letters such as ch,
ar, ow and ee. We need these sounds to be able to read and form useful words.
Alongside this, children are taught to recognise more tricky words, including
‘me,’ ‘was,’ ‘my,’ ‘you’ and ‘they’. They learn the names of the letters, as well
as the sounds they make.
Activities might include learning mnemonics (memory aids) for tricky words,
practising writing letters on mini whiteboards, using word cards and singing
songs like the Alphabet Song.
Phase 3 takes most children around 12 weeks. By the end, they should be able
to say the sound made by most, or all, Phase 2 and 3 graphemes, blend and
read CVC words made from these graphemes, read 12 new tricky words and
write letters correctly when given an example to copy.

14. PHASES IN PHONICS – PHASE 4
By now, children should be confident with each phoneme. From here on,
phonics teaching is about consolidating and refining their knowledge,
introducing more spelling patterns and tricky words.
In Phase 4 phonics, children will, among other things: Practise reading and
spelling CVCC words (‘bump', 'nest', ‘belt,’ ‘milk’, etc), practise reading and
spelling high frequency words, practise reading and writing sentences, learn
more tricky words, including ‘have,’ ‘like,’ ‘some,’ ‘little’
Children should now be blending confidently to work out new words. They should
be starting to be able to read words straight off, rather than having to sound them
out. They should also be able to write every letter, mostly correctly. This phase
usually takes four to six weeks, and most children will complete it around the end
of Reception.

15. PHASES IN PHONICS – PHASE 5
In Phase 5 children are introduced to new graphemes for reading.
Some of these graphemes represent phonemes (sounds) that they have already
learnt a grapheme for.
For example, in Phase 3 children were taught 'ai' as the grapheme for the
phoneme /a/ (as in rain). In Phase 5, children are taught that the phoneme /a/
can also be represented by the graphemes 'ay' (as in play) or 'a-e' (as in make).
This variation needs to be taught as it is common in our language system.

16. LEARNING PHONEMES (SOUNDS) TO READ AND WRITE SIMPLE
WORDS
This is the order the children learn the
sounds…
Phase 2
s a t p i n m d g o c k ck e
u r h b f ff l ll ss
Phase 3
ai ee oo oa ar or igh ur ow oi
ear er air ure
Phase 4
Recap and consolidation phase
Phase 5

17. LEARNING PHONEMES (SOUNDS) TO READ AND WRITE SIMPLE
WORDS

19. Within each phase of phonics, there are also a
number of tricky words that we teach. Tricky
words are words that are not decodable (you
can not sound them out using phonics) These
are called common exception words but we call
them tricky words with the children.
E.g. the, no, go, was, to, some, come
When we send the word packs home for you to practise,
there will be tricky words within the pack. The
best way to first introduce ‘tricky words’ is to
show the children the word, and then try to sound
Tricky Words

20. HOW CAN YOU HELP AT HOME?
• Home learning challenges for early years
children (phonics based)
• Reading little and often. We can not
emphasise how important this is. We can
really see a difference between those
children who read and those who do not.
• We suggest at least four times a week.
Please, please write in your child’s
reading diary so we can keep track of
what they have done
• Practising the sound packs little and
often
• Practising the word packs sent home
which contain tricky words (some of
these are tricky words so can not be

21. QUESTIONS ABOUT THE PHONICS SCREENING CHECK
What is the phonics screening check?
The phonics screening check will be
taken individually by all children in
Year 1 in England.
It is designed to give you information
on how your child is progressing in
phonics.
It will help to identify whether your
child needs additional support at this
stage so that they do not fall behind
in this vital early reading skill.

22. REMEMBER: Phonics is not the only
thing needed to become a fluent
reader.
Please continue to read with your child
each night and encourage them to:
•Sound out
•Re-read to check it makes sense.
•Use pictures for clues.
•Ask questions about the book.
And most importantly ENJOY
READING!

23. WHAT CAN I DO TO HELP MY CHILD?
You can find help at these websites;
http://www.oxfordowl.co.uk (click on ‘For Home’ them click on right
arrow of Highlights to find ‘Phonics Made Easy’ the ‘Say the sounds’
page is useful)
http://www.phonicsplay.co.uk go to Free Phonicsplay Parents page and
access games and information to help you and your child.
http://www.bbc.co.uk/bitesize/ks1/literacy/phonics/play/
http://www.ictgames.com/literacy.html
http://www.letters-and-sounds.com
There are a number of handouts available to support you with reading on
our website.
The link to buy the read write inc. flash cards -
https://www.amazon.co.uk/Read-Write-Inc-Home-
Flashcards/dp/0198386710/ref=asc_df_0198386710/?tag=googshopuk-
21&linkCode=df0&hvadid=311040647414&hvpos=&hvnetw=g&hvrand=1777071944545
3043534&hvpone=&hvptwo=&hvqmt=&hvdev=c&hvdvcmdl=&hvlocint=&hvlocphy=1006