Learning to read is one of the most magical journeys a child can embark upon, and phonics plays a crucial role in making that journey smoother, easier, and more enjoyable. This Phonics PowerPoint Presentation has been thoughtfully designed to introduce, explain, and reinforce the fundamental building blocks of reading through clear visuals, engaging examples, and interactive elements that keep learners excited and motivated. Phonics goes beyond merely recognizing letters; it unlocks the relationship between sounds and symbols, helping children connect spoken language to the written word. This presentation progresses step by step into the world of sounds, blending, segmenting, and word-building, far exceeding basic A-B-C learning. 🌟 What makes this presentation special? - **Systematic and Structured**: The presentation follows a well-organized sequence, beginning with letter sounds, progressing to digraphs and blends, and gradually moving towards more complex phonics patterns. - **Visually Engaging**: Bright images, colorful slides, and child-friendly graphics capture attention and make learning fun. Each sound is paired with familiar objects or examples to ensure easy recall. - **Interactive Activities**: The presentation encourages participation, allowing learners to practice saying sounds, blending them into words, and identifying them in real-life contexts. - **Versatile for Different Settings**: Whether you’re a teacher in a classroom, a parent supporting your child at home, or a tutor helping students, this presentation adapts beautifully to various teaching environments. - **Age-Appropriate**: Designed for early learners (ages 3–8), it balances simplicity with effectiveness to ensure that children grasp each concept without feeling overwhelmed. - **Aligned with Learning Goals**: The presentation is based on proven phonics teaching strategies widely used in schools worldwide, making it a valuable resource for teachers looking to supplement their lessons. ✨ **Learning Outcomes**: By the end of this presentation, learners will be able to: - Recognize letter sounds with confidence. - Blend sounds to read simple words. - Segment words into sounds for spelling. - Understand digraphs and blends in everyday vocabulary. - Begin reading sentences with fluency and comprehension.

1. Phonics Workshop
Phonics Workshop
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Aa- Zz

2. Rose Report
Rose Report
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.
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3. Rose Report
Rose Report
2 elements to reading:
Word recognition
Comprehension
Simple view of Reading:
Word
recognition
processes
Word
recognition
processes
Language
comprehensio
n processes
Language
comprehensio
n processes
GOOD
GOOD
POOR
POOR
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4. What is phonics?
What is phonics?

A method of teaching people to read
A method of teaching people to read
and spell by correlating sounds with
and spell by correlating sounds with
symbols in an alphabetic writing
symbols in an alphabetic writing
system.
system.

Multi-sensory – see, hear, feel, do.
Multi-sensory – see, hear, feel, do.
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5. Why Phonics?
Why Phonics?

Being able to read is the most
Being able to read is the most
important skill children will learn during
important skill children will learn during
their early schooling.
their early schooling.

Far-reaching implications for lifelong
Far-reaching implications for lifelong
confidence and well-being.
confidence and well-being.
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6. •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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7. English Language
English Language
The English language is made up of:
42 phonemes
Represented by 26 graphemes
In 140 combinations (a, b, c, ss, igh).
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8. Some definitions
Some definitions
Phoneme – The
Phoneme – The smallest unit
smallest unit of sound in a
of sound in a
word.
word.
Grapheme –
Grapheme – graphical representation
graphical representation
of a sound/ phoneme
of a sound/ phoneme
• for some phonemes, this could be more
for some phonemes, this could be more
than one letter.
than one letter.
e.g. t, ai, igh
e.g. t, ai, igh
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9. Digraphs/ trigraphs
Digraphs/ trigraphs
Digraph = 2 letters making one phoneme
Digraph = 2 letters making one phoneme
Trigraph = 3 letters making one phoneme
Trigraph = 3 letters making one phoneme
A
A consonant digraph
consonant digraph contains two consonants next
contains two consonants next
to each other, but they make a single sound.
to each other, but they make a single sound.
e.g. sh, ck, th, ll
e.g. sh, ck, th, ll
A
A vowel digraph
vowel digraph contains at least one vowel but the
contains at least one vowel but the
two letters still make a single sound
two letters still make a single sound
e.g. ai ee ar oy
e.g. ai ee ar oy
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10. Adjacent consonants
Adjacent consonants
Two or three consonants that can be
Two or three consonants that can be
sounded out separately
sounded out separately
cr, sp, bl, tw, sk, nd, lp, lk
cr, sp, bl, tw, sk, nd, lp, lk
They can be in the initial or final point in a
They can be in the initial or final point in a
word.
word.
st
stop
op fr
frog
ogpo
pond
nd be
best tw
st twi
ist
st
scr
scrunch
unch str
street
eet
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11. Skills used in phonics
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
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12. Skills used in phonics
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
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13. 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.’
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14. It iz tighm too gow hoam
It iz tighm too gow hoam
sed v kator pilla.
sed v kator pilla.
But iy doat wont 2 gow
But iy doat wont 2 gow
howm sed th butorflie.
howm sed th butorflie.
iy wont to staiy heyr.
iy wont to staiy heyr.
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15. “
“It is time to go home,” said
It is time to go home,” said
the caterpillar.
the caterpillar.
“
“But I don’t want to go home,”
But I don’t want to go home,”
said the butterfly,
said the butterfly,
“
“I want to stay here.”
I want to stay here.”
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16. Blending and segmenting
Blending and segmenting

It is important that children know and
It is important that children know and
understand that blending and
understand that blending and
segmenting are reversible.
segmenting are reversible.
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17. s i t l e g m o p
f r o g t e n t
c a n f i t
Phoneme buttons & robot arms
Phoneme buttons & robot arms
= One grapheme for one phoneme
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18. ch i ll
ch i ll f or t
f or t d u ck
d u ck
th a t
th a t w ai t
w ai t sh e d
sh e d
b ear d
b ear d s t r o ng
s t r o ng ch ur ch
ch ur ch
= Two/ three graphemes for one phoneme
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19. Phoneme frames
Phoneme frames
c a t
sh i p
th i ck er
f r o g
t r ee
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20. Have a go
Have a go

How would you segment these words?:
How would you segment these words?:

Shark
Shark

Paint
Paint

Helper
Helper

Shrink
Shrink

Speech
Speech

Pie
Pie

Monkey
Monkey
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21. High frequency and tricky words
High frequency and tricky words
Alongside the teaching of phonics “tricky”
Alongside the teaching of phonics “tricky”
high frequency words are not
high frequency words are not
segmented but taught as whole words,
segmented but taught as whole words,
recognised on sight.
recognised on sight.
Eg: was, you, her, they, are, all, the, little,
Eg: was, you, her, they, are, all, the, little,
said, there, when, what, have, like
said, there, when, what, have, like
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22. Pronunciation of sounds
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
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23. Sounds/ phonemes/ names?
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
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24. Letters and Sounds
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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25. Phase progression
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.
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26. Phase progression
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)
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27. Phase progression
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)
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28. Typical lesson
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.
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29. THRASS charts
THRASS charts
At Moorside we use THRASS charts to help
At Moorside we use THRASS charts to help
teach phonics.
teach phonics.
•They help the children to see all of the
They help the children to see all of the
different spelling choices for the phonemes
different spelling choices for the phonemes
•They support with independent spelling in
They support with independent spelling in
class
class
•The children must be able to hear and
The children must be able to hear and
segment the sounds in words first
segment the sounds in words first
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30. 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.
Links to reading
Links to reading
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31. Phonics Screening check –
Phonics Screening check –
Year 1
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)
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32. What does the check consist of?
What does the check consist of?
40 words that children read 1:1 with a teacher
40 words that children read 1:1 with a teacher
A combination of real words and psuedo-words or ‘alien’ words.
A combination of real words and psuedo-words or ‘alien’ words.
The check will be divided into two sections:
The check will be divided into two sections:
Section 1:
Section 1:
Phonemes that are usually introduced first to children learning
Phonemes that are usually introduced first to children learning
to decode using phonics.
to decode using phonics.
Simple word structures.
Simple word structures.
Section 2:
Section 2:
Phonemes that are usually introduced later and graphemes
Phonemes that are usually introduced later and graphemes
that correspond to more than one phoneme.
that correspond to more than one phoneme.
More complex word structures, including two syllable words.
More complex word structures, including two syllable words.
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33. The psuedo-words are
The psuedo-words are
shown to the children
shown to the children
alongside pictures of
alongside pictures of
imaginary creatures to
imaginary creatures to
ensure they are not
ensure they are not
trying to match the
trying to match the
pseudo-word to a word in
pseudo-word to a word in
their vocabulary.
their vocabulary.
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34. Moving into Key Stage 2
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.
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36.  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
Helping your child
Helping your child
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37. Good resources for using at
Good resources for using at
home
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.
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38. Reading at home
Reading at home
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40. Making it manageable
Making it manageable

Ideally try to read 5 times a week with
Ideally try to read 5 times a week with
your child for 5-10mins.
your child for 5-10mins.

Ask the children questions when you
Ask the children questions when you
are reading with them – develops
are reading with them – develops
comprehension.
comprehension.

Read stories to them and discuss words
Read stories to them and discuss words
with them – develops vocabulary.
with them – develops vocabulary.

Ultimately, reading needs to be fun!
Ultimately, reading needs to be fun!
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41. Reading books
Reading books

At Moorside, we have a scheme in school
At Moorside, we have a scheme in school
which we follow, which links to the phonic
which we follow, which links to the phonic
phases.
phases.

As professionals, we have to ensure that the
As professionals, we have to ensure that the
children can read the words BUT ALSO
children can read the words BUT ALSO
understand what they have read.
understand what they have read.

If your child has one book over the weekend,
If your child has one book over the weekend,
are there questions you can ask them to
are there questions you can ask them to
check they have understood what they have
check they have understood what they have
read?
read?
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