1 School Direct Phonics TrainingSeptember 2016

2 The National CurriculumReading: Word reading Comprehension (both listening and reading) Writing: Transcription (spelling and handwriting) Composition (articulating ideas and structuring them in speech and writing) Activity 1

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4 - - + + Good language comprehension, poor word recognitionGood word recognition, good language comprehension - + Good word recognition, poor language comprehension Poor word recognition, poor language comprehension -

5 - - + + Good composition skills, poor transcription skillsGood composition skills, good transcription skills - + Good transcription skills, poor composition skills Poor transcription skills, poor composition skills -

6 Programme of Study Year 1

7 Programme of Study Y2

8 Phonic Knowledge

9 What is Phonics? Can you write your own brief definition?

10 What is Phonics? Phonics is a body of knowledge, skills and understanding that is needed in order to master an alphabetic language. The relationships between the sounds of a language and the letters used to represent those sounds – a way of teaching reading and spelling that stresses symbol sound relationships.

11 Recommendations for High Quality Phonic TeachingDevelop children’s speaking and listening skills. High quality, systematic phonic work, which is multi- sensory and interactive, should be taught discretely. Phonics should be set within a broad and rich language curriculum.

12 High Quality Systematic Teaching of Phonics Based on a Synthetic ApproachBeginner readers need to be taught: Grapheme/phoneme correspondences in a clearly defined, incremental sequence. To apply the highly important skill of blending phonemes in order, all through a word to read it. To apply the skills of segmenting words into their constituent phonemes to spell. That blending and segmenting are reversible processes.

13 How would you read this word?gnoith

14 How would you read this word?/gn//oi//th/

15 Write down the word you are about to hear.

16 Letters and Phonemes Letters: a b c d e f g h I j k l m n o p q r s t u v w x y z Phomenes: /b/ /d/ /f/ /g/ /h/ /j/ /k/ /m/ /n/ /p/ /r/ /s/ /t/ /v/ /w/ /wh/ /y/ /z/ /th/ /th/ /ch/ /sh/ /zh/ /ng/ /a/ /e/ /i/ /o/ /u/ /ae/ /ee/ /ie/ /oe/ /ue/ /oo/ /ar/ /ur/ /or/ /au/ /er/ /ow/ /oi/ /air/ /ear/

17 Letters and Phonemes Some of the 140 (approx) letter combinations illustrated within words: cat, look, would, put, peg, bread, cart, fast, pig, wanted, burn, first, term, heard, work, log, want, torn, door, warn, plug, love, haul, law, call, pain, day, gate, station, wooden, circus, sister, sweet, heat, thief, these, down, shout, tried, light, my, shine, mind, coin, boy, road, blow, bone, cold, stairs, (Continued)

18 Letters and Phonemes bear, hare, moon, blue, grew, tune, fear, beer, here, baby, sun, mouse, city, science, dog, tap, field, photo, van, game, was, hat, where, judge, giant, barge, yes, cook, quick, mix, Chris, zebra, please, is, lamb, then, monkey, comb, thin, nut, knife, gnat, chip, watch, paper, ship, mission, chef, rabbit, wrong, treasure, ring, sink.

19 Consonant Phonemes

20 Vowel Phonemes /a/ cat /e/ peg /i/ pig /o/ log /u/ plug

21 Vowel Phonemes /ae/ pain /ee/ sweet /ie/ tie /oe/ road /ue/ moon

22 Through Phonics we need to teach how to:Identify phonemes in spoken words (phonological awareness). Recognise the common graphemes for each phoneme (phoneme-grapheme correspondence). Blend phonemes into words for reading. Segment words into phonemes for spelling.

23 Segmenting and BlendingBlending – merging phonemes together to make a word. Segmenting – identifying the individual phonemes within a word.

24 Three Key Principles A phoneme can be represented by one or more letters a, b, sh, th, ee, igh The same phoneme can be represented/ spelled in more than one way rain, may, lake The same grapheme may represent more than one phoneme sea, steak, bread

25 Group 1 Phonemes Phoneme Letter/s/ s /a/ a /t/ t /p/ p /i/ i /n/ n How many words can you make from these phonemes? Which ones are regular VC or CVC words?

26 Mr Thorne does Phonics etailpage&v=MOW3pB2KwGA

27 Phoneme Count fin • • • bridge • • • --- catch • • --- slaughter• • ---- •--

28 Phoneme Count faint splash ghost please flip sprain chant hear strap stretch flaunt blend brother awful

29 A Quick Quiz? What is a phoneme? The smallest unit of sound in a word.

30 A Quick Quiz? What is a grapheme? The written representation of a phoneme – it may consist of one or more letters.

31 A Quick Quiz? How many phonemes are there? There are 44 in English. A phoneme can be represented by one, two, three or even four letters.

32 A Quick Quiz? What is blending? The process of combining phonemes into larger elements such as clusters, syllables or words.

33 A Quick Quiz? What is segmenting? The process of breaking a word down into its component phonemes e.g. c-a-t.

34 A Quick Quiz? How many phonemes in Phoneme? 5 - /ph//o//n//e-e//m/

35 Progression

36 Choosing a Programme to Support the Teaching of PhonicsThe programme that is adopted by the school or setting needs to reflect the key features of high quality phonic work and to be adhered to ‘with fidelity’, applied consistently, used regularly, avoiding drawing in too many elements from different programmes. Jim Rose 2006

37 Phonic Phases ‘Letters and Sounds’ splits phonics teaching up into 6 distinct phases. Other phonic schemes follow familiar patterns. These align with the progression in the National Curriculum

38 The ultimate aim of phonics teaching is for children to develop as independent readers who are motivated and engaged How can teachers ensure that this happens? Phonics teaching is lively, creative, focussed and engaging; Children learn within an environment that encourages them to talk about reading and to engage with and respond to the text; The physical learning environment encourages children to apply their learning by using displays and prompts The application of phonics skills is planned, deliberately taught and modelled in reading and writing. Regular opportunities to apply phonics to reading and writing

39 Phonics teaching is lively, creative, focussed and engaging;Children learn within an environment that encourages them to talk about reading and to engage with and respond to the text; The physical learning environment encourages children to apply their learning by using displays and prompts The application of phonics skills is planned, deliberately taught and modelled in reading and writing. Regular opportunities to apply phonics to reading and writing https://www.youtube.com/watch?v=HakryuZuUZU&list=PLITNrDY- f_dEKVOShLuwbelh7xkoeQ6Op

40 Letters and Sounds Phase 11 – General sound discrimination – environmental sounds 2 – General sound discrimination – instrumental sounds 3 – General sound discrimination – body percussion 4 – Rhythm and rhyme 5 – Alliteration 6 – Voice sounds 7 – Oral blending and segmenting Ask group to come up with ideas for the different aspevt

41 Phase 1 shouldn’t really come to an endPhase 1 shouldn’t really come to an end. These skills should be worked on throughout Primary School.

42 Purpose of Phase 2 Learn 19 phonemes and know the graphemes that represent them. Move on from orally blending and segmenting to blending and segmenting letters to read and spell (maybe with magnetic letters) VC and CVC words. Introduce two syllable words, simple captions and some tricky HFW.

43 Phase 2 Letter ProgressionSet 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

44 Teaching grapheme – phoneme correspondencesDigraphs, trigraphs and quadgraphs watch height though ear stop shop much way weigh whey cheap

45 Teaching HFW Some HFW should be taught during each phase.Many HFW are simple to work out using phonics. Some are ‘tricky’. Children need to be taught strategies for spelling and reading these words.

46 High Frequency Words the and a to said in he I Of it Which are common exception words?

47 Teaching common exception wordsIdentifying the tricky parts – what makes these words difficult to learn? have no he you were one Are there other words which follow the same patterns?

48 Applying Must have opportunities in class to read and write the words that they have been learning in phonics sessions. Guided reading Shared reading Captions Labels Whiteboards and pens Magnetic letters Differentiated literacy work

49 Purpose of Phase 3 Teach another 25 phonemes and graphemes to go with them. Learn letter names. Continue to practise blending and segmenting using new phonemes and two syllable words.

50 25 Phonemes Taught in Phase 3Letters Set 6: j v w x Set 7: y z,zz qu Consonant digraphs: ch sh th ng Vowel digraphs: ai ee igh oa oo ar or ur ow oi ear air ure er

51 Purpose of Phase 4 To consolidate children’s knowledge of graphemes in reading and spelling words containing adjacent consonants and polysyllabic words.

52 step list clap grasp strapIn Phase 4, children: can blend adjacent consonants in words and apply this skill when reading unfamiliar texts, (CCVC, CVCC, CCVCC) step list clap grasp strap • can segment adjacent consonants in words and apply this in spelling. Adjacent consonants are not digraphs. They make two distinct sounds.

53 Activity Can you list at least five words that fit into the following categories: CCVC (eg. frog, trip) CVCC (eg. post, lamp) CCVCC (eg. clamp, clasp) How would you categorise chimp?

54 Purpose of Phase 5 Children broaden their knowledge of graphemes and phonemes for use in reading and spelling. Learn new graphemes and alternative pronunciations some of which they will have already encountered in high frequency words. Learn to choose the appropriate graphemes when spelling and begin to build up word specific knowledge.

55 New Graphemes for Reading

56 Alternative Pronunciations

57 Using place names for a phonic assessmentWendover Ascot Wokingham Chorley Tenby Crawley Yarmouth Bakewell Newton Abbot When getting children to read these place names, what would you look out for?

58 Do children read some words in one go without segmenting and blending?Do they adopt phonic strategies by breaking words into individual phonemes? Can they spot digraphs? Do they break some words up into words within words? Which GPCs do they know well? Which GPCs do they struggle with? Try other place names.

59 Purpose of Phase 6 ReadingLearn some of the rarer phoneme-grapheme correspondences. Develop automaticity in reading. In particular, reliably recognising digraphs as representing one sound. Children should become fluent readers during this phase and develop a range of comprehension strategies.

60 Purpose of Phase 6 Spelling Identifying the tricky bit in a word.Develop strategies for spelling longer words. Develop guidelines for making choices between spelling alternatives. Begin to explore spelling conventions e.g. when using the past tense, adding suffixes etc.

61 Beyond Phase 6 “Note that the teaching of spelling cannot be completed in Year 2 – it needs to continue rigorously throughout primary school and beyond if necessary.” Letters and Sounds

62 Teaching Phonics

63 Integrating the Three Information Sources in TextMeaning M Does it make sense? Visual V Does it look right? Structure S Does it sound right? Can you say it like that in English? Knowledge of the world and use of the text Grammatical knowledge Phonics Word recognition Graphic knowledge

64 Using Information in Text Meaning, StructureMy nana is frightened of spiders. She _____ when they are around. But I am not _____ of spiders. Do you like this one here on the ___?

65 Using Information in Text Meaning, Structure, Visual informationMy nana is frightened of spiders. She y____ when they are around. But I am not sc____d of spiders. Do you like this one here on the c___ing?

66 Using Information in Text Meaning, Structure, Visual informationMy nana is frightened of spiders. She screams when they are around. But I __ not scared of spiders. Do you like this one here on the g____?

67 Integrating the Three Information Sources in TextVisual V Does it look right? Meaning M Does it make sense? Structure S Does it sound right? Can you say it like that in English?

68 Spelling Test Results! Big Miy Pla Theat Sed Hav Funtheau Much DusAllen Correct Jay Big Miy Pla Theat Sed Hav Funtheau Much Dus Wont 2/10 My Play That Said Have Father Does want Paol Tam Semt Haf Tauf?d Muts Delm Womt

69 Teaching Sequence for a Discrete Phonics SessionIntroduction – objectives and criteria for success Revisit and review Teach Practice Apply Assess learning against criteria

70 Phoneme Frames

71 Phoneme Frames ch

72 Phoneme Frames ch o

73 Phoneme Frames ch o p

74 Phoneme Frames

75 Phoneme Frames l a

76 Phoneme Frames l a s

77 Phoneme Frames l a s t

78 Full Circle

79 Word Sort

80 Tricky Words Quick write Tricky word bingo Multi sensory approaches ames.html

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82 More Ideas

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84 Portraits Bob Charlie Penny Sophie David Mary TomDecide some key pieces of information about your character. Go ahead and draw.

85 Likes and Dislikes Party food Shopping Animals at the zoo

86 What’s on the Menu? Create and name a restaurant that will only serve items of food that begin with the target phoneme. E.g. Charlie’s Cheery Cafe serves Cheese on Toast Cherries and Cream Chow Mein

87 Taking phonics outdoors

88 How do you think you can teach and reinforce phonics using the outdoor areas?

89 Walks

90 Playground Games Hopscotch Snakes and Ladders Runaround HoopsCheerleaders

91 Hopscotch

92 Snakes and Ladders

93 Runaround

94 Hoops

95 Cheerleaders

96 Next Steps Identify two key actions that will enable you to follow up on today’s training.