Once you get Electronic Phonics from Hope Education, you won’t want to live without it. This innovative resource encourages pupils to work on developing their phonics knowledge independently, whilst engaging them in fun phonics games and practice.

Pupils can load up Electronic Phonics with the digraph, trigraph and letter tiles and press the button for them to be read out. A bank of 823 words can be fully blended by Electronic Phonics. In segment mode, a word is read out and pupils then use the tiles to spell out the word. All the approaches available using Electronic Phonics help pupils to sound and blend unfamiliar printed words and increases their speed to do so.

Games built into Electronic Phonics will excite pupils about phonics by adding a competitive edge. Pupils are given points for correctly spelt words and differentiation is easy by setting Electronic Phonics to an appropriate difficulty level. Pupils can even record their own blended version with up to 10 seconds of audio to see if their pronunciation matches the word in the Electronic Phonics bank.

• Use Electronic Phonics to encourage independence and hone skills in phonics.

• Excite those pupils who are less enthused with reading and phonics through the use of differentiation and games on Electronic Phonics.

• Provide your pupils with a tactile and multi-sensory approach to phonics, getting them to blend using the tiles provided.

• Improve your pupils’ spelling ability using the tiles and recorded bank of 823 words.

What’s in the box?

1 x Electronic Phonics board

80 x letter, digraph, trigraph, split digraph tiles

Order now for delivery September 2020.

Reasons to Love:

• Great for independent learning – the children experiment with the graphemes and hear how they are blended

• The levels of difficulty can be altered for individuals so the child is practising words which match their level of learning

• An element of competition allows the children (and teacher) to see how well they are doing when they score points

• The children can record their own blended version and see if that matches the recorded word (helpful for self-correcting, so they can see where the error has been made)

• Will support decoding for the phonics screen, while allowing the children to practise reading skills with a huge bank of real words

• Could be used for targeted intervention to develop word reading skills

Learning Outcomes:

Reading

• Skilled word reading involves both the speedy working out of the pronunciation of unfamiliar printed words (decoding) and the speedy recognition of familiar printed words. Underpinning both is the understanding that the letters on the page represent the sounds in spoken words. This is why phonics should be emphasised in the early teaching of reading to beginners (i.e. unskilled readers) when they start school.

Year 1

• Pupils entering year 1 who have not yet met the early learning goals for literacy should continue to follow their school’s curriculum for the Early Years Foundation Stage to develop their word reading. If they are still struggling to decode and spell, they need to be taught to do this urgently through a rigorous and systematic phonics programme so that they catch up rapidly.

• During year 1, teachers should build on work from the Early Years Foundation Stage, making sure that pupils can sound and blend unfamiliar printed words quickly and accurately using the phonic knowledge and skills that they have already learnt. Teachers should also ensure that pupils continue to learn new grapheme-phoneme correspondences (GPCs) and revise and consolidate those learnt earlier. The understanding that the letter(s) on the page represent the sounds in spoken words should underpin pupils’ reading and spelling of all words.

Lower KS2 - Years 3 and 4

• As in key stage 1, however, pupils who are still struggling to decode need to be taught to do this urgently through a rigorous and systematic phonics programme so that they catch up rapidly with their peers. If they cannot decode independently and fluently, they will find it increasingly difficult to understand what they read and to write down what they want to say.