1 How we teach phonics Set out tables and chairs for each group. Set out handout packs Open websites and links and make available as tabs Jane to open.
2 Review of terminology Phoneme Grapheme Digraph / Trigraph CVCSegmenting Blending GPC Jane The expectation of this part of the session is to outline the letters and sounds program Hold up book that we use and explain how it works so you can help your child practice the skills at home. First for the definitions: Phoneme – the smallest unit of sound Grapheme – the written representation of a phoneme Digraph – where a phoneme is made up of more than one letter - can be vowel digraphs (ai) or consonant digraphs (sh) or split digraph (i _ e) CVC – Consonant Vowel Consonant - refers to the phonemes not the letters so, for example, church is a CVC word Segmenting - the process of breaking a word down into its component phonemes Blending – the process of reassembling words from their component phonemes 2
3 Phase One Focus is developing speaking and listening skillsPreparation for learning to read with phonics. Parents can play a vital role in helping their children develop these skills, by encouraging their children to listen carefully and talk extensively about what they hear, see and do. Using Letters and Sounds- can be found on the internet if wish to have a copy As all settings/ nurseries etc should be covering much of Phase One, Phase 2 will be started after a review of Phase One – term1 in Year R, but development of speaking and listening skills continue alongside chn’s learning for rest of school life. Also useful if you have children with poor listening skills Focus on rhythm, rhyme and playing lots of games- eg “I spy” using sounds, reading books with rhyme eg Julia Donaldson, listening walks, copying and creating musical patterns, breaking words down into the sounds that they are comprised of- c/a/t 3
4 Phase Two s Introduces 19 grapheme-phoneme correspondences (GPCs) Blending and segmenting are taught as reversible processes Read ‘Tricky’ words - the to I no go into a t p Phase 2 begins term 2 for most chn. Lasts for about 6 weeks- a term so but some chn may not be ready to move to phase 3 after that time, not rushed/ time constrained focus is on knowing the sounds taught. Chn recap sounds learnt every day and 1 new sound introduced. As soon as children have learnt the first 6 sounds blending and segmenting can start Practising blending for reading of simple CVC words using satpin – magnetic letters, sound talk eg- put your hand on your k-n-ee-s (done throughout day for various things eg- tidy up time) spotting letters and sounds in everyday lang and chn’s names what’s missing games using lists, matching pictures and words, introduce real/ not real words- buried treasure, use sound buttons for blending, lots of reading captions and shared writing. Use Jolly Phonics alongside letters and sounds- important for chn to use actions alongside letter recognition to consolidate and embed the sound being used. Make activities ‘real’ i n 4
5 Remind them ‘Articulation of Phonemes’ on website if they forget how to say sounds. Articulation of phonemes – discuss importance of correct enunciation https://www.youtube.com/watch?v=BqhXUW_v-1s
6 Letter progression (one set per week) 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 Big focus on writing these letters- practice frequently, encourage chn to do this during morning busy time, during consolidation activities that chn are able to do independently.
7 Children practice and apply their learning by playing games and through independent activities.
8 Phase Three Introduces another 25 GPCsOne representation of each of 44 phonemes Write the “tricky” words- the to I no go into Read the tricky words- he she we me be was you they all are my her Wil start after Christmas for those children who are ready. It lasts about 12 weeks- up to Easter. Still use combination of actions and sound- use flashcards and pictures. Teach letter names alongside new representations of sounds in eng lang- use alphabet song- made clear letters have a name A (upper case) and a sound that we use (lower case) a Most comprising two letters- see on the next slide eg /ch/ as in chip ‘Reading and spelling two syllable words (car-park/ lady- bird) and captions. Writing captions and sentences for pictures. Blending and segmenting Continue to use games- what’s in the box, buried treasure, full circle, yes/ no questions 8
9 Set 6: j v w x Set 7: y z, zz qu Graphemes Sample words Graphemes Sample words ch chip ar farm sh shop or for th thin/then ur hurt ng ring ow cow ai rain oi coin ee feet ear dear igh night air fair oa boat ure sure oo boot/look er corner Vitally important pronounced correctly. Remind them ‘Articulation of Phonemes’
10 Learning tricky words are key to becoming a successful readerPhase Four Consolidates knowledge of GPCs Introduces adjacent consonants- tent spot Spell and write the tricky words- he she we me be was my you her they all are Read the tricky words - some one said come do so were when have there out like little what Learning tricky words are key to becoming a successful reader Lasts about 8 weeks- a term but again chn must be ready. Don’t introduce any new GPC’s- focus on consolidation those 44 learnt but does introduce adjacent consonants- words where tconsonants are next to each other- using the sound as /nt/ /sp/ Continues lots of practical activities, teaching and practising high frequency words, reading real/ not real words, using sound buttons and phoneme frames to encourage blending/ segmenting, lots of independent reading encouraged- instructions, reading shared texts Aim is that chn will begin to automatically read some words – decodable and tricky –By repeated sounding and blending of words, children get to know them, and once this happens, they should be encouraged to read them straight off in reading text, rather than continuing to sound and lend them aloud because they feel that this is what is required. They should continue, however, to use overt or silent phonics for those words which are unfamiliar. 10
11 Phase Five Teaching children to recognise and use alternative ways of pronouncing the graphemes and spelling the phonemes already taught. Phase 5 Starts in Year 1 and runs for the whole year for those who are ready. Some children will be confident and ready for phase 5 at the beginning of year 1 and some will aquire the skills needed later and still be working on phases 3 and 4 in year 1. a-e ey ai ay eigh
12 Phase Five nd Introduces 18 new graphemes for reading and spellingIntroduces alternative pronunciations of known graphemes eg: /ow/ cow bow Teaches and enables frequent practise of reading and spelling high-frequency (common) words Continuous practising of reading sentences and writing sentences containing new GPCs Is taught throughout Year 1 Many KS1 and KS2 children continue to need practice at this phase nd ‘Children entering Phase Five should be able to read and spell words containing adjacent consonants EG- scrunch and some polysyllabic words.’ EG- understanding p131) Phase five takes approximately 30 weeks to cover. By the end of Phase Five children should: give the sound when shown any grapheme that has been taught; for any given sound, write the common graphemes; apply phonic knowledge as the prime approach to reading and spelling unfamiliar words that are not completely decodable; read and spell phonically decodable two-syllable and three-syllable words; read automatically all the words in the list of 100 high-frequency words; accurately spell most of the words in the list of 100 high-frequency words; form each letter correctly. Although the expectation is for children to be working at this phase in Year 1, the true picture is that many children even in KS2 will have gaps in their knowledge, and need much more practice with this. 12
13 New graphemes for reading ay day oy boy wh when a-e make ou out ir girl ph photo e-e these ie tie ue blue ew new i-e like ea eat aw saw oe toe o-e home au Paul u-e rule Teaching alternative pronunciations for graphemes i fin, find ow cow, blow y yes, by, very o hot, cold ie tie, field ch chin, school, chef c cat, cent ea eat, bread ou out, shoulder, could, you g got, giant er farmer, her u but, put (south) a hat, what On handout in pack
14 This takes place in JuneThe screening check consists of two elements Pseudo or alien words and real words for the children to read.
15 Pseudo or alien words are used to check that the children can recognise and blend sounds effectively. Each word has a picture of an alien next to it.
16 The screening is split into two sectionsThe screening is split into two sections. The first contains real and alien words using the phase 3 sounds and the second contains real and alien words using the phase 5 sounds. These words do not have a picture on them.
17 In order to get the pass score of 32 the children have to be able to read words from both phases.
18 Stay and Learn sessionsReception Tues 8th Nov Tues 15th Nov Tues 22nd Nov
19 www.ictgames.com www.phonicsplay.co.uk www.letters-and-sounds.com Refer to list in the pack Show example from each website Kent ngfl- metal mike phase 4 Ict games dinosaurs egg phase 5 Phonics play now suscribed so able to access all resources and games for phases 1-6 Letters and sounds and oxford owl – good for resources Leters and sounds folder staff docs for planning assessment and resources
20 Any Questions?