Teaching and Learning Phonics
at Newdigate school
Aims
• To share how phonics is taught.
• To teach the basics of phonics and some useful phonics
terms
• To develop parents’ confidence in helping their children
• 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
What is phonics
and how can I help
my child at home?
Phonics is all about using …
skills for knowledge
reading and
spelling
+ of the
alphabet
Learning phonics will help your child to
become a good reader and writer.
Every child in FS and KS1 learns daily
phonics at their level
Phonics gradually progresses to learning
spellings – rules etc.
Daily Phonics
•Every day the children have 20 minute
sessions of phonics
• Fast paced approach
• Lessons encompass a range of games,
songs and rhymes
•We use the Jolly phonics programme in early
years, followed by the ‘Letters and Sounds’
programme
•There are 6 phonics phases which the children
work through at their own pace
Phonic terms your child will learn at
school
• Phonemes: The smallest units of sound that are found within a
word
• Grapheme: A grapheme is a letter or a number of letters that
represent a sound (phoneme) sh ch
• Diagraph: Two letters that make one sound when read
• Trigraph: Three letters that make one sound
• CVC: Stands for consonant, vowel, consonant.
• Segmenting: breaking up a word into its sounds.
• Blending : Putting the sounds together to read a word
• Tricky words: Words that cannot easily be decoded.
Phonics Words
Your children will learn to use the term:
phoneme
Phonemes are sounds that
can be heard in words
e.g. c-a-t
Phonics Words
Your children will learn to use the
term:
grapheme
This is how a phoneme
is written down
Phonics Words
Your children will learn to use the term:
digraph
This means that the phoneme
comprises of two letters
e.g. ll, ff, ck, ss
Phonics Words
Your children will learn to use the term:
Trigraph
This means that the
phoneme comprises of
three letters
e.g. igh , ear, ure
Phonics Words
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 .
Blending
/b/ /e/ /d/ = bed
/t/ /i/ /n/ = tin
/m/ /u/ /g/ = mug
Phonics Words
Your children will learn to use the term:
Segmenting
• Children need to be able tohear a whole word and
say every sound that they hear .
Segmenting
bed = /b/ /e/ /d/
tin= /t/ /i/ /n/
mug= /m/ /u/ /g/
Tricky Words
There are many words that cannot be blended or
segmented because they are irregular.
the was said you some
Phase 1:
Getting ready for phonics
Phase 1 is divided into seven aspects.
(environmental, instrumental, body percussion, rhythm and rhyme, alliteration,
voice sounds)
Each aspect contains three strands: Tuning in
to sounds (auditory discrimination), Listening
and remembering sounds (auditory memory
and sequencing) and Talking about sounds
(developing vocabulary and language
comprehension).
Phase 2:
Learning phonemes to read and write simple
words
• 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)
• They will use these phonemes to read and spell simple
“consonant-vowel-consonant” (CVC) words:
sat, tap, dig, duck, rug, puff, hill, hiss
All these words contain 3 phonemes.
Phonics words
Phoneme frame and
sound buttons
c a t
. . .
f i sh
. . _
Phoneme frames activity
log duck
fill
Answers
l o g d u ck
. . . . . _
f i ll
. . _
How can I help at home?
Oral blending: the robot game
Children need to practise hearing a series of
spoken sounds and merging them together to
make a word.
For example, you say ‘b-u-s’, and your child says
‘bus’.
“What’s in the box?” is a great game for practising
this skill.
Phase 3:
Learning the long vowel phonemes
• Children will enter phase 3 once they know the first
19 phonemes and can blend and segment to read
and spell CVC words.
• They 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
• They will use these phonemes (and the ones from Phase 2)
to read and spell words:
chip, shop, thin, ring, pain, feet, night,
boat, boot, look, farm, fork, burn,
town, coin, dear, fair, sure
Saying the sounds
• Sounds should be articulated clearly and
precisely.
https://www.youtube.com/watch?v=BqhXUW_v-1s
Phase 4:
Introducing consonant clusters: reading and spelling words with
four or more phonemes
• 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 (blending to read and segmenting to spell).
• Phase 4 doesn’t introduce any new phonemes.
• It focuses on reading and spelling longer words with the
phonemes they already know.
• These words have consonant clusters at the beginning: spot,
trip, clap, green, clown
…or at the end: tent, mend, damp, burnt
…or at the beginning and end! trust, spend,
twist
Phase 5
• Teach new graphemes for reading
•ay, ou, ie, ea, oy, ir, ue, aw, wh, ph, ew, oe, au,
a-e, e-e, i-e, o-e, u-e
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.
•.
Learning all the variations!
Learning that the same phoneme can
be represented in more than one way:
burn
first
term
heard
work
Learning all the variations!
Learning that the same grapheme
can represent more than one
phoneme:
meat bread
he bed
bear hear
cow low
Teaching the split digraph
tie time
toe tone
cue cube
pie pine
Phase 6
• Phase 6 focuses on spellings and learning
rules for spelling alternatives. Children look
at syllables, base words, analogy and
mnemonics.
• Children might learn about past tense, rules
for adding ‘ing’ and irregular verbs
Is there anything I can do at
home?
y e s
How can I help at home?
• When spelling, encourage your child to think
about what “looks right”.
• Have fun trying out different options…wipe clean whiteboards are
good for trying out spellings.
• tray trai
• rain rayn
• boil boyl
• boy boi
• throat throwt
• snow snoa
At home
• Practise the phonemes together.
• Use them to make different words at home and play
phonics games
• Read everyday with your child if possible but don’t get
stressed! Let your child read a page and then you read a
page. Talk about the story, play games with the text.
Don’t forget…
Learning to read should be
fun for both children and
parents!
Thank you for your time
• Please take some time to look at the phonics
resources that your child enjoys.
• I will be here to answer your questions.
• Quick question – how many phonemes in
‘frog’?
