1 An introduction to PhonicsVanessa Uguen and Leanne Brady

2 + Phonic is… Phonics at a glance Skills of Knowledge of segmenting andblending Knowledge of the alphabetic code +

3 WHAT Phonics consists ofLearning the letter sounds Letter formation Identifying sounds in words Blending/segmenting Recognise decodable and tricky words on sight

4 Sound not letter name During Phonic lessonsWe must emphasise that initially we teach the children the sound the letter makes and not its name, for example: the letter s - its name is 'es' but it makes the sss sound. the letter d - its name is 'dee' but it makes the sound 'duh'

5 Ideas to help at home Look for objects around the house that begin with the letter sound you are focusing on at home, for example 'g' for gate, goal, garage, garden, glasses, gloves, grandma etc.. Play I spy games using the letter sounds covered so far Look for the letter in books, on posters at the supermarket, on car registration plates etc Look for words with these letter sounds in them Use a set of magnetic letters on the fridge. Ask your child to find different sounds for you Practise writing the letter Whose name in our family begins with this letter sound?

6 THE PHONIC PROGRAM AT ANSThe phonic program is called It is organised in 6 phases: Phase 1: experiencing sounds Phase 2: introducing 23 (mainly) single letter phonemes + 24 decodable words + 6 tricky words Phase 3: introducing 27(mainly) two letter phonemes + 13 decodable words + 12 tricky words Phase 4: introducing 38 (mainly) 2/3 letter phonemes + 6 decodable words + 14 tricky words Phase 5: introducing 22 (mainly) two letter phonemes + 15 decodable words + 10 tricky words Decodable words + tricky words from 5 phases = first 100 high frequency words

7 Phase 1 PHASE 1

8 Phase 1 In order for children to be able to read and write well they must be able to listen very carefully and discriminate between sounds. They should be taught to do this in a fun, exciting and active way with both planned and self- chosen activities.

9 Phase 1 1.Environmental Sounds 2.Instrumental Sounds 3.Body Percussion4.Rhythm and Rhyme 5.Alliteration 6.Voice Sounds 7.Oral blending and Segmenting (short sounds)

10 Ideas for home 1.Environmental – listening walks, drums outside, socks and shakers, teddy is lost in the jungle – lots of S+L 2.Instrumental – Which instrument, adjust the volume, grandmother’s footsteps, new words/old songs, sound stories , lots of S+L Opinions – why did you choose instrument for the giant / rain etc.LLN can they identify same / different noises 3.Body Percussion – Action song, roly poly, noisy neighbour, follow the sound, words about sound, S+L LLN 4.Rhythm and Rhyme –Rhyming books, songs rhymes everyday, rhyming soup, clapping syllables, odd one out, I know a word S+L LLN 5.Alliteration silly soup – bananas bugs bubble gum, Name play Freddy found a fine, fat fish, Mirror play to work on articulation, making aliens, sss n ot suh, mmm not muh t not tuh. 6.Voice sounds – p42, chain games pass the sound, trumpets contrasting loud and soft sounds, Metal Mike, animal noises, songs, changing sounds from high to low, 7.Oral Blending and segmenting – Go and get your c-oa-t, clapping sounds, cross the river, toy talk Into of vocab Phonemes

11 Enunciation Teaching phonics requires a skill in enunciationPhonemes (Sounds) should be articulated clearly and precisely. Phonics sounds

12 Lexia Lexia Core 5 UK

13 Phase 2 PHASE 2

14 Phase 2 •Teach 19 letter shapes and 23 sounds•Move from oral blending and segmenting to doing the same with letters •Learn to read and spell VC and CVC words using magnetic letters or whiteboards •Introduced to reading two syllable words and simple captions. •Learn to read the tricky words “ I, no, go, the, to”

15 blending BLENDING: Strategy used in reading. Individual sounds are said and combined to make a whole words. Like mixing colours to make a new one! CVC words

16 segmenting Segmenting: used in writing. The word is broken down into individual sounds to help with the spelling of it. Like chopping off parts of a whole. Segmenting

17 Sound mat

18 Set 1- s a t p Set 2- l n m d Set 3- g o c k Set 4- ck e u rPhase 2 letter sounds Set 1- s a t p Set 2- l n m d Set 3- g o c k Set 4- ck e u r Set 5- h b f ff l ll ss

19 Alphablocks alphablocks

20 Phonics play Phonics play User name: amnuay2014 Password: silpa2014

21 Blending Now try it with the sound button cards at your table..

22 Phase 2 Sounds that blend into words using phonics are called decodable words e.g. d-a-d dad Because some decodable words are very common in the English language it is better that children recognise them quickly rather than sound them out each time. PHASE 2

23 Tricky words Not every word can be sounded out- sometimes sounding it out makes the word incorrectly read. e.g. w-a-s= woz We call these words tricky words. Children need to learn how to read them as a whole.

24 Phase 2 Each phase has Decodable words and Tricky Words to learn. The tricky words are high frequency words that are not phonetically written e.g. ‘the’, ‘my, ‘go’. Phases 1-5 teach the children to read and spell the first 100 HF words. HF words for phase 2; Decodable words; a, an, as, at, if, is, in, it, of, off, on, can, dad, had, back, and, get, big, him, his, not, got, up, mum Tricky words; I, no, go, to, the, into

25 IDEAS TO LEARN TRICKY WORDSPlay the truck game on phonics play Hide the words on post-its around the house and ask children to find them and read them Use magnetic letters and ask the children to write the words using the letters Use letter tiles to do the same How many tricky words can you spot in the book you are reading or around you? Look, cover, write, check

26 Phase 3 PHASE 3

27 Introduction Phase 3 introduces diagraph letters. Diagraph letters are 2 letters that make 1 sound when together. Alphablocks diagraphs

28 PHASE 3 There is a lot to teach and learn in this phase.Letters – j, v, w, x, y, z, zz, qu. Consonant diagraphs – ch, sh, th, ng. Vowel graphemes – ai, ee, igh, oa, oo/oo, ar, or, ur, ow, oi, ear, air, ure, er.

29 Sound MAt

30 Blending Now try it with the sound button cards at your table..

31 Tricky words Each phase has Decodable words and Tricky Words to learn. The tricky words are high frequency words that are not phonetically written e.g. ‘the’, ‘my, ‘go’. Phases 1-5 teach the children to read and spell the first 100 HF words. HF words for phase 3; Decodable words; will, that, this, then, them, with, see, for, now, down, look, too. Tricky words; he, she, me, be, we, was, you, they, all, are, my, her

32 Phase 4 PHASE 4

33 Introduction Phase 4 introduces cluster sounds. Cluster sounds are 2 or more consonants that make 1 sound when together. Children also learn about polysyllabic (a word with more than 1 unit of sounds) words such as laptop = lap-top or desktop= desk-top cluster sounds

34 Phase 4

35 Phase 4 Now try it with the sound button cards at your table..

36 Tricky words Each phase has Decodable words and Tricky Words to learn. The tricky words are high frequency words that are not phonetically written e.g. ‘the’, ‘my, ‘go’. Phases 1-5 teach the children to read and spell the first 100 HF words. HF words for phase 4; Decodable words; went, from,children, it’s, just, help, Tricky words; said, have, like, so, do, some, come, little, one, were, there, what, when, out

37 Phase 4 PHASE 5

38 Phase 5 Phase 5 introduces split diagraph sounds. Split diagraph sounds are when two vowels have been split and more letters are in between. This is also called the magic e. magic e

39 Phase 5 This phase is a conclusion to the phonic program.Vowel graphemes ay,ou,ie, ea, oi, ue, aw, ir, ph, ew, wh, oe, au, ey Split diagraph a-e, e-e, i-e, o-e, u-e

40 Phase 5

41 Phase 5 Now try it with the sound button cards at your table..

42 Phase 4 Each phase has Decodable words and Tricky Words to learn. The tricky words are high frequency words that are not phonetically written e.g. ‘the’, ‘my, ‘go’. Phases 1-5 teach the children to read and spell the first 100 HF words. HF words for phase 5; Decodable words; don’t, old, about, made, I’m, house, your, very, by, time, came, make, day, saw, here Tricky words; Mr, Mrs, called, asked, looked, could, their, put, Oh, people

43 END OF THE PROGRAM By the end of the program children will be able to use 110 sounds to blend and segment + read/write 100 high frequency words

44 QUESTIONS Any questions? Info on blogosphere