1 Lickey Hills Primary School and Nursery Phonics Workshop

2 Aims To share how phonics is taught at Lickey HillsTo develop parents’ confidence in helping their children with phonics and reading To teach the basics of phonics and some useful phonics terms To outline the different stages in phonic development To show examples of activities and resources we use to teach phonics To share websites which parents can use to support their children To give parents an opportunity to ask questions

3 Daily Phonics Every day the children have a 20 minutesessions of phonics Children work in groups at the appropriate phase for them We use a fast paced approach Lessons encompass a range of games, songs and rhymes We use the Letters and Sounds planning document to support the teaching of phonics There are 5 phonics phases which the children work through at their own pace, before moving onto spelling rules. Phoneme frames, sound buttons, full circle, countdown, flashcards, buried treasure

4 What is phonics and how can I help my child at home?

5 + Phonics is all about using … knowledge of the alphabetskills for reading and spelling + Learning phonics will help your child to become a good reader and writer.

6 Every child in FS and KS1 learns daily phonics at their own levelIn KS2 children continue to learn phonics Phonics gradually progresses to learning spellings – rules etc.

7 Phonic terms your child will learn at school Glossary:Phonemes: The smallest units of sound that are found within a word Grapheme: The spelling of the sound e.g. Th Digraph: Two letters that make one sound when read e.g. ai, ch, ee, oa, ow Trigraphs: Three letters that make one sound e.g. igh, ear, air CVC: Stands for consonant, vowel, consonant e.g. cat, bag, dig Segmenting: breaking up a word into its sounds. Blending : Putting the sounds together to read a word Tricky words: Words that cannot easily be decoded e.g. the, no, to, said

8 Phase 1: Getting ready for phonics Nursery/Pre school1. Tuning into sounds 2. Listening and remembering sounds 3. Talking about sounds Music and movement Rhythm and rhyme Sound effects Speaking and listening skills

9 How can I help at home? Nursery rhymes, songs, action rhymes.Add sound effects to stories. Music and movement: rhythm, guess the instrument. Talking about sounds: listening walks, loud/soft, high/low, silly noises. Speaking & listening: silly sentences “Happy Harry hops”, mimics, animal sounds.

10 Saying the sounds Sounds should be articulated clearly and precisely.We use ‘soft sounds’ or ‘pure sounds’ and discourage the use of ‘Schwa’ (adding ‘uh’ onto the end of a sound)

11 Blending Phonics WordsYour children will learn to use the term: Blending Children need to be able to hear the separate sounds in a word and then blend them together to say the whole word .

12 Blending /b/ /e/ /d/ = bed /t/ /i/ /n/ = tin /m/ /u/ /g/ = mug

13 Segmenting Phonics Words Your children will learn to use the term:Children need to be able to hear a whole word and say every sound that they hear.

14 Segmenting dog = /d/ /o/ /g/ sun= /s/ /u/ /n/ hat= /h/ /a/ /t/

15 How can I help at home? Oral blending: The robot game!Children need to practise hearing a series of spoken sounds and merging them together to make a word. For example, you say ‘b-u-s’, and your child says ‘bus’.

16 Phase 2: Learning phonemes to read and write simple wordsChildren will learn their first 19 phonemes: Set 1: s a t p Set 2: i n m d Set 3: g o c k Set 4: ck (as in duck) e u r Set 5: h b l f ff (as in puff) ll (as in hill) ss (as in hiss) They will use these phonemes to read and spell simple “consonant-vowel-consonant” (CVC) words: sat, tap, dig, duck, rug, puff, hill, hiss All these words contain 3 phonemes. In Reception we sing the ‘Jolly phonics songs’ you may have noticed your child doing the actions as they do read?!

17 Phonics Terminology phonemeYour children will learn to use the term: phoneme Phonemes are sounds that can be heard in words e.g. c-a-t

18 Phonics Terminology grapheme This is how a phoneme is written downYour children will learn to use the term: grapheme This is how a phoneme is written down

19 Phonics Words digraph Your children will learn to use the term:This means that the phoneme comprises of two letters e.g. ll, ff, ck, ss

20 Phoneme frame and sound buttonsPhonics Terminology Phoneme frame and sound buttons c a t f i sh _

21 Lets think about these wordslog duck fill

22 Here is how they are written on a phoneme framel o g d u ck _ f i ll _

23 Tricky Words There are many words that cannot be blended or segmented because they are irregular. the was said you some

24 Phase 3: Learning the long vowel phonemesChildren will enter phase 3 once they know the first 19 phonemes and can blend and segment to read and spell CVC words. They will learn another 26 phonemes: j, v, w, x, y, z, zz, qu ch, sh, th, ng, ai, ee, igh, oa, oo, ar, or, ur, ow, oi, ear, air, ure, er They will use these phonemes (and the ones from Phase 2) to read and spell words: chip, shop, thin, ring, pain, feet, night, boat, boot, look, farm, fork, burn, town, coin, dear, fair, sure

25 Phonics Terminology Trigraph Your children will learn to use the term:This means that the phoneme comprises of three letters e.g. igh , ear, ure

26 Let’s look at these wordsring chick night

27 Here is how they are written on a phoneme frameng ch i ck _ _ _ n igh t Sound buttons _

28 Phase 4: Introducing consonant clusters: reading and spelling words with four or more phonemesChildren move into phase 4 when they know all the phonemes from phases 2 and 3 and can use them to read and spell simple words (blending to read and segmenting to spell). Phase 4 doesn’t introduce any new phonemes. It focuses on reading and spelling longer words with the phonemes they already know. These words have consonant clusters at the beginning: spot, trip, clap, green, clown …or at the end: tent, mend, damp, burnt …or at the beginning and end! trust, spend, twist

29 Lets look at these wordsspot damp

30 Here is how they are written on a phoneme framed a p m s

31 Phase 5 Teach new graphemes for readingay, ou, ie, ea, oy, ir, ue, aw, wh, ph, ew, oe, au, a-e, e-e, i-e, o-e, u-e Split digraphs e.g. Make, kite Learn alternative pronunciations of graphemes (the same grapheme can represent more than one phoneme): Fin/find, cat/cent, got/giant, but/put, cow/blow, tie/field, eat/bread, farmer/her, hat/what, yes/by/very, chin/school/chef, out/shoulder/could/you.

32 Learning all the variations!Learning that the same phoneme can be represented in more than one way: burn first term heard work

33 Learning all the variations!Learning that the same grapheme can represent more than one phoneme: meat bread he bed bear hear cow low

34 Teaching the split digraphtie time toe tone cue cube Pie pine

35 After phase 5… spelling rulesThis focuses on spelling and learning rules for spelling alternatives. Children look at syllables, base words, analogy and mnemonics. Children might learn about past tense, rules for adding ‘ing’ and irregular verbs ‘tion’ and ‘sion’ words

36 Is there anything I can do at home?

37 How can I help at home? When spelling, encourage your child to thinkabout what “looks right”. Have fun trying out different options…wipe clean whiteboards are good for trying out spellings. tray trai rain rayn boil boyl boy boi throat throwt snow snoa

38 At home Read regularly – not just the books from school, books from the library and from their own book boxes. We recommend 10 minutes each day, whether its you or them reading. Help your child practise their phonemes. Encourage the ‘soft sounds’ Play games in the car – what sound does that start with? Can we segment and blend the word? Useful websites:

39 Lets play a quick game before we go home…This is a typical game that we would use as a warm up in our phonics lessons.

40 Please do come and see us if you need further guidanceThank you! Please do come and see us if you need further guidance