1. Phonics Longshaw Infant School

2. Aims of the session   To look at prior learning and how we can build on this in our school.   To look briefly at – –the Rose recommendations and the background to CLLD – –the ‘Simple View of Reading’ and its implication for planning, teaching and learning   To explore phonic subject knowledge and ensure correct enunciation of phonemes   To become familiar with the 6 phonic phases and the elements of the four–part teaching sequence

3.  Successful reading demands both word level reading and the ability to comprehend what has been read.  This is formalised in “The Simple View of Reading” Developing Early Reading A new perspective :

4. ‘Learning to read’ ‘Reading to learn’ beginning readers developing readers accomplished readers The Simple view of Reading – a changing emphasis

5. Phonics Quiz 1.What is a phoneme? What is a grapheme? 2.How many phonemes are in the word ‘stretch’? 3.a) What is a digraph? b) Can you give an example 4.a) What is a ‘trigraph’? b) Can you give an example 5.a) What is a CVC word? b) Can you give an example? 6.How many phonemes are in the word ‘hear’? 7.Can you give at least 4 different ways of representing /ae/ 8.What is the best guess when you write /ae/ at the end of a word? 9.What are blending and segmenting?

6. Using a Phoneme frame for segmentingWORDPHONEMES church flight hair strong fox brown

7. WORDPHONEMES church church flight flight hair hair strong strong fox fox brown brown

8. 3 important basic phonic principles a phoneme can be represented by more than one letter e.g. /sh/oi/ay/igh a grapheme can represent more than one phoneme e.g. meat ; head a phoneme can be represented by more than one grapheme e.g.day ; made ; pain

9. Sir Jim Rose It is … crucial to teach phonic work systematically, regularly and explicitly because children are highly unlikely to work out this relationship for themselves. It cannot be left to chance or for children to ferret out on their own how the alphabetic code works

10. Very important!! “ I can’t do it. I’ve been doing it like this for a long time and it’s too difficult to change!” Teaching phonics requires a technical skill in enunciation. Phonemes should be articulated clearly and precisely Correct articulation of phonemes is really crucial. It isn’t easy but practice makes perfect!

11. Aims of Phase 1   To develop children’s speaking and listening skills and their phonological awareness.   To ‘tune them into sounds’   To teach them to orally blend and segment – ‘sound talk’

12. Phonic Progression Phonic phases Phase 1 (aligns with Step 1) –General sound discrimination – environmental sounds – instrumental sounds – body percussion –Rhythm and rhyme –Alliteration –Early speech sound discrimination –Speech sound discrimination – phonemes (oral blending) phonemes (oral blending) Paves the way for a systematic phonics programme to begin and continues alongside phase 2

13. Aims of Phase 2 and 3  To show children that sounds have written representation – Phoneme-Grapheme Correspondences  To teach them one way of reading and writing all 44 phonemes  To show them how to use their PGC knowledge to blend for reading and segment for spelling  To teach children that there are some ‘tricky ‘ words which cannot be sounded out but that parts of these may be regular

14. Aim of Phase 4  To consolidate PGCs learnt at phase 2 and 3 and apply them in early reading and writing  To learn how to blend and segment adjacent consonants in CCVC and CVC words

15. Phase 4 – key points  NO new phoneme-grapheme correspondences are introduced  ideal opportunity to practice and reinforce phase 3 graphemes  extends and builds on children’s existing phonic skills  Phase 3 and 4 linked closely together

16. Aim of Phase 5 To broaden knowledge of graphemes and phonemes for use in reading and spelling To learn new graphemes and alternative pronunciations for the graphemes they already know Children able to quickly recognise graphemes of more than one letter To develop ability to choose appropriate graphemes to represent phonemes To begin to build word-specific knowledge of the spellings of words To provide lists of words and sentences to support the activities in Phase 5 – practising blending for reading and segmenting for spelling. Aim of Phase 6  That children become fluent readers & increasingly accurate spellers

17. The teaching sequence – example at early phase 3 REVISIT AND REVIEW Recently and previously learned phoneme-grapheme correspondences, or blending and segmenting skills as appropriate. TEACH New phoneme – grapheme correspondences; skills of blending and segmenting. PRACTISE New phoneme – grapheme correspondences; skills of blending & segmenting APPLY New knowledge and skills while reading/writing

18. Key messages  Blending and segmenting through the word as soon as the first few phonemes are known. (no teaching of blends as children should be able to use their blending/ segmenting skills effectively)  Ensure that phonemes are correctly and consistently pronounced by all members of staff – no ‘schwah’ sounds!!  Provide planned opportunities for children to apply their developing phonics skills and knowledge across the curriculum and in meaningful everyday situations – KS2 too!!

19. Your turn!!! Which phases are these words from? right brown right brown cat floating cat floating jam shock car straight car straight road would ladder fusspot ladder fusspot