*Fast paced 20 mins daily session.
*Children are taught to read by breaking down words
‘graphemes’ into separate sounds or ‘phonemes’. They are
then taught how to blend these sounds together to hear
and read the whole word.
Key principles
Sounds (phonemes) are represented by letters (graphemes)
A phoneme can be represented by one letter (grapheme) or by a group of 2 or
more letters.
e.g. sh, igh, ea.
The same sound (phoneme) can be spelt in more than one way.
e.g. cat, kennel, choir, sack
The same grapheme (spelling) may represent more than one phoneme
Mean – deaf
Crown – flown
Field – tie
Blending
Your child learns to recognise 1 of the letters/ spellings of the 44
sounds (phonemes) and say them and then put them together in
words to help them read.
c
a
t
Blending
Your child learns to recognise 1 of the letters/ spellings
of the 44 sounds (phonemes) and say them and then put
them together in words to help them read.
l
igh
t
Blending
Your child learns to recognise 1 of the spellings of the
44 sounds (phonemes) and say them and then put them
together in words to help them read.
c
oa
t
Blending
Your child learns to recognise 1 of the letters/ spellings of
the 44 sounds (phonemes) and say them and then put them
together in words to help them read.
r
ai
n
No ‘schwaing’ in phonics
mmmmmmm not muh
ssssssssssssss not suh
nnnnnnnnnn not nuh
http://mrthorne.com/home/phonics/
introduction/
High Frequency Words
Alongside the teaching of phonics “tricky” high
frequency words that cannot be sounded out and
are recognised on sight.
Eg: was, you, her, they, are, all, the, little, said,
there, when, what, have, like
•Every Year 1 child in the country will be taking the phonics
screening check in the same week in June.
•The aim of the check is to ensure that all children are able to
read by the end of year two.
•This ‘midpoint check’ will ensure that we have
a clear understanding of what the children need
to learn in year 2.
What does the check consist of?
•
40 words that children read 1:1 with a teacher
•
A combination of real words and psuedo-words, nonsense 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.
•The check is very similar to tasks the children already complete during phonics
lessons.
•Children will be asked to ‘sound out’ a word and blend the sounds together.eg do-g - dog
•The focus of the check is to see which sounds the children know and therefore
the children will be asked to read made up ‘nonsense’ words.
THIS IS NOT A SPELLING OR READING
TEST
•The children will complete the check one at a time in a
quiet area of the school.
•The class teacher will conduct all of the screening
checks with the children.
•The screening will only take 5-10mins
with each child.
Agreed – hard stuff……..so what are we going
to do about it?
Our role, in
partnership, is key!!
Teacher’s will………….
• Teach your child phonics daily from the
simple to the complex
• Build your child’s confidence in reading
and writing
• Send home decodable reading books
matched to your child’s ability
Parents can support their child by….
• Helping children recognise the sounds
• Playing activities/games that are sent home
• Reading the decodeable reading books sent home
every day
• Visit the recommended websites and apps
Websites
www.phonicsplay.co.uk
www.mrthorne.com
www.ltcl.co.uk
http://www.teachyourmonstertoread.com/
Apps
Apps
Twinkl