1 Miss Grech and Ms El-AziziPhase 5 Phonics and the Year 1 Screening Check Information session for parents 29/3/17 Miss Grech and Ms El-Azizi
2 Phonics lessons We follow Letters and Sounds as the basis for our phonics teaching throughout Key Stage One 20 minutes of daily phonics session is taught Lessons are fun and interactive and use a range of stimulating resources and approaches Phonic knowledge and skills are regularly monitored and assessed to ensure rapid and sustained progress.
3 Phonic terminology: some definitionsA phoneme is the smallest unit of sound in a word A grapheme is the letter, or letters, representing a phoneme t ai igh A digraph or trigraph is two or three letters that represent one sound ch sh ear CVC: consonant, vowel, consonant c-a-t Segmenting: is breaking up a word into its sounds Blending: putting the sounds together to read a word Tricky words: words that cannot easily be decoded said who Correct terminology should be introduced from YR onwards. Children do not have a problem using phonic terminology (in fact they are often very proud of their ability to do so). However, you are likely to meet resistance from some teachers who consider it ‘over the top’ and unnecessary to teach this vocabulary to children. It is sometimes worth using a numeracy analogy with these staff: we wouldn’t dream of teaching 3-D shapes to children and using the word ‘ball’ instead of ‘sphere’ or ‘box’ instead of cube/cuboid. The principle with phonic vocabulary is exactly the same – it’s just that we haven’t been used to using these words with children until relatively recently. Using phonic terminology from the outset ensures accuracy and promotes shared understanding between practitioners and practitioners and children.
4 Phase 3: (taught in reception) Learning the long vowel phonemesj, 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
5 Phase 4: (taught in reception) Introducing consonant clusters: reading and spelling words with four or more 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
6 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 Learn alternative pronunciations of graphemes (the same grapheme can represent more than one phoneme): Fin/find, hot/cold, 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. same letters different sounds
7 Practise speed sounds
8 Phase Five Teaching children to recognise and use alternative ways of pronouncing the graphemes and spelling the phonemes already taught. ue ew oo u-e Phase 5 continues throughout Year 1. Lots of opportunities to secure this, and to revisit learning from Reception. Same letters making different sounds – mean, bread, read (?) Same sound represented by different letters – may, make, pain, etc. See long vowels sounds sheet – teachers to plot words on the sheet.
9 Same sound, different lettersmay make pain
10 Teaching the split digraphtie time toe tone cue cube pie pine
11 A Real Treat Tom was very happy. It was the weekend and he was off to the beach with his mum and dad, his puppy and baby Pete. ‘Help me pack the green bag,’ said mum. ‘We need sun cream and lots to eat.’ Tom got into his seat in the back of the car and the puppy got on his knee. Pete held his toy sheep. Off they went. Beep! Beep! At the end of the street there was a big truck. It had lost a wheel. Read out parents put their thumbs up when they hear the ‘ee’ sound. Then on whiteboard separate e, y, ee, ea,e-e parents write on post its a word for each sound and sort. Highlight /ee/ words and then sort according to the grapheme on the flip chart ‘e’, ‘y’, ‘ee’, ‘ea’, ’e-e’
12 A Real Treat Tom was very happy. It was the weekend and he was off to the beach with his mum and dad, his puppy and baby Pete. ‘Help me pack the green bag,’ said mum. ‘We need sun cream and lots to eat.’ Tom got into his seat in the back of the car and the puppy got on his knee. Pete held his toy sheep. Off they went. Beep! Beep! At the end of the street there was a big truck. It had lost a wheel. Taken from the CDROM in PwS Thumbs up when hear long /ee/ Pick up regional dialect. (e.g. ‘puppy’ and ‘baby’ in Burnley where the ‘y’ might say /i/ or even /e/) Go with what the children hear. The phonemes are generally consistent within the speech of an individual. If your own accent is so very different, when teaching a sound try to say it like the children. Be honest, discuss how you say it differently. Highlight /ee/ words and then sort according to the grapheme on the flip chart ‘e’, ‘y’, ‘ee’, ‘ea’, ’e-e’ (Rhyming Word Sort - PiPs)
13 Reading and spelling high-frequency wordscould don’t Both the decodable and tricky high-frequency words need lots of practice so that children will be able to read them ‘automatically’ as soon as possible. Handout - First 100 high-frequency (common) words about they little Refer parents to words all around the room (some examples of words) Read first and then write called people asked
14 Practise reading two-syllable and three-syllable wordsChildren learn to blend the phonemes in each syllable i.e. thirteen is split thir/teen th-ir t-ee-n Try these daydream scouting author
15 What is the phonics screening check?The phonics screening check is a statutory assessment for all children in Year 1. The phonics screening check will take place during the week commencing 12th June 2017. The phonics screening check comprises a list of 40 words that children read one-to-one with a teacher. There is no time limit but the phonics screening check would normally take between four and nine minutes for each child. The check will take place in a quiet area of the school.
16 What will the children be expected to do?Children will be asked to read words aloud. They will be told that they can ‘sound out’ before trying to say the whole word if this helps them. The check is divided into 2 sections and the words become progressively more difficult, a previous check included: yop, queep, farm, truck, girst, flute, index, portrait... The focus of the check is to see which sounds the children know and how these can be put together or blended to read a word, therefore the children will be asked to read made up ‘nonsense’ words THIS IS NOT A READING TEST
17 The phonics screening check will be constructed of 20 real words and 20 non-words.The non-words will be presented with a picture prompt (a picture of an imaginary creature) and children will be asked to name the type of creature. Give our parents to have a look at and have a go with each other previous papers
18 What is it all for? The data will be used in the following ways:Individual children’ results will be made available to parents, so that parents are kept informed about their child’s progress in developing word reading skills. School-level results will be recorded and made available to the school, the Local Authority and Ofsted on RaiseOnline for data analysis and monitoring and for use in inspections. National results will be reported to track standards over time. National and local authority results will be reported to allow schools to benchmark the performance of their children.
19 Is there anything I can do at home?
20 How can you help? Encourage your child to ‘sound out’ when reading or writing. Focusing particularly on spotting more unusual sound patterns. For example Digraphs- 2 letters making one sound cow Trigraphs- 3 letters making one sound night Split digraphs- 2 vowels with a consonant in between spine - i_e Encourage your child to use their sound mat when writing. Children can practise their phonics by playing games online (see handout) Show mr thorne and phonics play
21 When spelling, encourage your child to think about 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
22 How can you help? REMEMBER: using phonics is not the only strategy needed to become a fluent reader. Please continue to read with your child each evening and encourage them to: Sound out and then blend the sounds Re-read to check it makes sense Use pictures for clues Ask and answer questions about the book And most importantly ENJOY READING! Lead on to inferencing emphasis the importance or decoding for reading and comprehension. You need both to be a fluent and secure reader.
23 Thank you for attending the workshop today!Any Questions