Ashby C of E Primary School. KS1 Phonics Workshop 23 rd January 2014. What we will cover:. What is phonics How we teach phonics in FS and KS1 Terminology Recap phases 1-4 Phase 5 Phase 6. What is Phonics?. Knowledge of letters and the sounds they make.
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KS1 Phonics Workshop
23rd January 2014
As well as the sounds of the letters of the
alphabet there are also …
Consonant digraphs-contain 2 consonants
Put together they make a new phoneme and are not heard individually
Vowel digraphs-contain 2 letters, at least one is
e.g. aieeoaar or oyowera_ei_e (split digraphs – e on the end)
Trigraph – contain 3 letters
e.g. ear ighdge
important in helping children read and spell
The pronunciation of the consonant phonemes can
1. f l m n r s z v sh th zh (continuous)
2. c p t ch h (short, soft)
Unfortunately, these 44 phonemes are not spelled in the same way! Children are gradually introduced to more alternative spellings as they progress through the Letters and Sounds Programme.
Grapheme – The letter/letters we use
to spell a phoneme/digraph/trigraph.
Some have more than one grapheme
How many ways can we spell the long e phoneme?
e.g. he / sweet / seal / baby
How many ways can we spell the f phoneme?
e.g. family / photograph/ sniff
These are common words that are useful for children to learn
to read and spell. As children progress through the phases of
Letters and Sounds they are introduced to sets of HFWs.
Some words are decodable which children can blend to read
e.g. then. Some are tricky words e.g. said, which are not
phonically decodable and are learned by sight.
These are simple words which children start with when they begin to blend sounds e.g. sat pin
Set 1 - s, a, t, p,
Set 2 - i, n, m, d,
Set 3 - g, o, c, k,
Set 4 - ck, e, u, r,
Set 5 - h, b, f, ff, l, ll, ss,
ear, air, ure, er, ar, or, ur, ow, oi, ai, ee, igh, oa, oo
ch, sh, th, ng.
Set 6 - j, v, w, x
Set 7 - y, z, zz, qu
ay, ou, ie, ea, oy, ir, ue, aw, wh, ph, ew, oe, au, a-e, e-e, i-e, o-e, u-e.
Alternative graphemes for:
i, o, c, g, u, ow, ie, ea, er, a, y, ch, ou
The children always work within the phase that is appropriate to their level of learning.
They are assessed regularly and groupings are sorted accordingly.
It is very important that they can both spell the words and also apply this knowledge into all their writing across the curriculum.