1. Teaching and Learning Literacy at Goodrich KS 1 Literacy Workshop

2. Aims Phonics overview – practical activities How to improve your child’s reading How to improve your child’s writing Expectations for Homework Questions

3. Teaching Phonics Taught daily across the phase following on from EYFS – Rose Report Approach is combination of analytic and synthetic phonics, systematic Jolly phonics jingles, Letters & sounds, Nelson Revisit Phases 2-4 and Focus on Phase 5 & 6 Link to learning across the curriculum Apply skills to reading and writing segmenting and blending Children’s progress is assessed and monitored

4. The Importance of Teaching phonics 44 sounds (phonemes) in the English language 44 sounds (phonemes) in the English language Represented by 26 letters in 140 combinations Represented by 26 letters in 140 combinations Aim to teach children to identify these phonemes and how they are commonly spelt Aim to teach children to identify these phonemes and how they are commonly spelt

5. Phase 1 Nursery/Reception Key Learning -Distinguish between foreground sound and background noise (general sound discrimination) Activities – listening moment, musical instruments, body percussion, rhythm & rhyme, voices foundation, alliteration, aural segmenting and blending

6. Phase 2 Nursery/ Reception Phonological awareness has developed from distinguishing between sounds, syllables – batman (2 claps) single phonemes single graphemes phonemes/grapheme correspondence satpin cvc words – cat, dog, jolly phonics, letters and sounds, playdough, using a mirror multisensory approach Key Learning – breaking the code Activities include – sound box, magnetic letters

7. Phase 2 phonemes/graphemes s,ssatp inmd gock eurck hbf,ffl,ll Look on youtube to find the jolly phonics jingles

8. Phase 3 Reception/ Year One Children know most of the single phonemes and are ready to learn digraphs Key Concept - Digraph – 2 letters but one sound ch/ sh/ th/ oo Introduced to trigraphs igh, air Extended to pollysylabic word - farmyard, starlight Activities – phoneme frame

9. Phase 3 phonemes, digraphs and trigraphs jvwx yz,zzquou chshth/thng aioaeeor ighoo/ooarer oiurowear airureieue

10. Phase 4 Reception/ Year One When children start Phase Four of the Letters and Sounds phonics programme, they will know a grapheme for each of the 42 phonemes. They will be able to blend phonemes to read CVC (consonant-vowel-consonant) words and segment in order to spell them. Starts with words with 4 sounds/phonemes & graphemes went Key concept adjacent consonants trip ten –t pot spot progresses to mixing phase 3 and phase 4 – toast, paint Progresses to more complicated words ccvcc drift drench Activities - Obb & Bob

11. Examples of Words from Phase 4 from grip green flair clear speech stop glad fresh trail train smear spot twin steep cream swing thrill frog sniff tree clown droop step plum spear star spoon plan gran smell creep float

12. Examples of words from Phase 4 stand crust (north)* crunch driftwood crisp tramp graft* drench twisting trend grunt grant* trench printer trust crept blast* Grinch spend drift grasp* shrink

13. Phase 5 Extend digraphs knowledge of which graphemes represent which phonemes – oy, ay, ir, zh Key learning -Alternative spellings & pronunciations ai, ay, a-e ey, I, i-e ie, igh homophones & homographs The split digraph ( aka the magic Pin/ pine mad man mane) Alternative pronunciations ou out, shoulder, could, you homographs Phonics is a step up to word recognition which is the ultimate goal so that there is a focus on inference and deduction – reading for meaning Activities – split digraph using paper, snap

14. Phase 5 digraphs 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 au Paul o-e home u-e rule

15. Phase 5 alternative spellings Ay, eigh, a-e, ai, i-e, ie, ee, e-e ey I, ie, igh, y, Oa, ow, oe, o-e oo Ue, ew, oo, u-e Aw, au, or,

16. Phase 5 alternative pronunciations 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

17. Phase 6 Teaching simple past tense I looked including irregular and regular verbs lived went ( convert a text to present tense) Jumped / lived, haunted - phoneme frame What did you do yesterday? Key learning – understanding of tenses the rules for adding -ing, -ed, -er, -est, -ful, -ly and -y, plurals

18. Rules for Adding Plurals ■ -s and -es: added to nouns and verbs, as in cats, runs, bushes, catches; ■ -ed and -ing: added to verbs, as in hopped, hopping, hoped, hoping; ■ -ful: added to nouns, as in careful, painful, playful, restful, mouthful; ■ -er: added to verbs to denote the person doing the action and to adjectives to give the comparative form, as in runner, reader, writer, bigger, slower; ■ -est: added to adjectives, as in biggest, slowest, happiest, latest; ■ -ly: added to adjectives to form adverbs, as in sadly, happily, brightly, lately; ■ -ment: added to verbs to form nouns, as in payment, advertisement, development; ■ -ness: added to adjectives to form nouns, as in darkness, happiness, sadness; ■ -y: added to nouns to form adjectives, as in funny, smoky, sandy. The spelling of a suffix is always the same, except in the case of -s and -es.

19. Phase 6 Spelling Strategies Strategies Explanations 1. Syllables To learn my word I can listen to how many syllables there are so I can break it into smaller bits to remember (e.g. Sep-tem-ber, ba-by) 2. Base words To learn my word I can find its base word (e.g. Smiling – base smile +ing, e.g. women = wo + men) 3. Analogy To learn my word I can use words that I already know to help me (e.g. could: would, should) 4. Mnemonics To learn my word I can make up a sentence to help me remember it (e.g. could – O U Lucky Duck; people – people

20. Terminology TermMeaningExamples PhonemeThe smallest unit of sound that you can hear within a word. The word phoneme refers to the sound, NOT the letter(s) which represent the sound in writing. c/a/t = 3 phonemes th/e/n = 3 phonemes ch/air = 2 phonemes s/t/r/aigh/t = 5 phonemes ough/t = 2 phonemes GraphemeIs the letter.a, b, c, d … DigraphTwo letters (consonants or vowels) that go together to make one single phoneme then, chair, ship car, rain, Virginia Bridge / Phonics glossary / August 2000

21. 2. Reading: Terminology TermMeaningExamples To segmentTo split a word into its separate phonemes, as an aid to spelling. To blendTo list the phonemes within a word and put together quickly to form the word. (Taught as a strategy for reading unknown words.) Virginia Bridge / Phonics glossary / August 2000

22. “I don’t like reading because I sometimes get tricky words wrong” “I like reading because I like the pictures.” “I only like the books I’m on. If I go up they will be too hard for me.” “I like to read with mum and dad but not on my own.” “I like reading because I learn how to write more things.” “ I like Non-fiction books they give me information.”

23. How do Children Learn to Read Emergent Readers Nursery ( link to Reading with a child slide) Print in the environment Orthagraphic Knowledge ( mental template) Phonic Knowledge analytical and synthetic ( recap on phases – ask parents about phase Word Recognition – best progress when children use both of these Context and syntactical knowledge – use of picture cues, initial sounds, grammatical knowledge, They were sitting. Reading the word ahead and before Reading for meaning - Comprehension

24. Reading to a Child Hearing a fluent reader gives the children an opportunity to understand how written language sounds. Children start to develop understanding that sounds are linked to words and words have meaning Talk about pictures in detail to help develop vocabulary learning book language Continue to model reading to your child in KS 1

25. Reading with a Child Books should match child’s reading level ( children can read 90-94% of words) It will not harm a child if the book is too easy ( building up fluency and confidence) It will knock confidence if the books are too challenging

26. Reading with your child Talk about features of book ( front cover, back cover, blurb) Depending on level – go through book looking at pictures and talk about what is happening using the language from the book Relate it to child’s own experience

27. Comprehension – Analyse, Infer and deduce Reading is for meaning not just decoding Character – say, think, feel (emotional journey in the book)_ How do we know? Harold banged the table with his fist Inference ( putting 2 and 2 together) Taking the temperature – How all the characters Setting – senses Ask me about…..

28. Early Writing Foundation Stage Writing begins in the nursery: mark making in sand, paint etc role play scenarios to include list making, labelling …….. early phonics S A T P I N In reception progression in writing looks like: developing awareness of genre through role play recognition of phoneme/grapheme correspondence (digraphs) blending and segmenting strategies to spell words as they sound formation of basic sentences Processes of reading and writing are inseparable.

29. Writing in KS1 Throughout years 1 and 2 children should transit through 3 sentence levels basic sentence compound sentence complex sentence

30. Simple sentences The expectation is that children will enter year 1 being able to produce a simple sentence and read it back. Some will have an awareness of full stops and capital letters and can use them appropriately. The dragon woke up. This is the foundation that is built upon throughout the Key Stage.

31. Developing writing Techniques used are: Talk to the Hand ! Visual and kinaesthetic aids These two are very portable and effective and equally suited to the classroom and home environment.

32. Talk to the Hand !

33. Fronted adverbials (to sequence writing) Conjunctions (to extend sentences and explain) Adjectives (to add detail) Once upon a timeandleathery Many years agobutscaly Soon afterbecauseenormous Weeks latersounkind Immediatelywhobeautiful Nextwithdelicious

34. From a simple sentence………….. The dragon woke up. When did the dragon wake up? Many years ago the dragon woke up.

35. to a compound sentence…………… Why did the dragon wake up? Many years ago the dragon woke up because the distant rumbling volcano interrupted his sleep.

36. to a complex sentence………. What did the dragon look like? Many years ago the dragon, who had creased leathery skin and eyes like fire in the night, woke up because the distant rumbling volcano interrupted his sleep.

37. Expectations of Homework.  Children in key stage one are still very young and it is important that these young children learn in an active way which makes sense to them and that homework activities use and apply the skills they have been taught in class.  This means you will see fewer work sheets than you might be expecting. Homework activities will be tailored to individual children or groups of children.  Sometimes your child may be able to write in their homework book. Other weeks it might be more appropriate for a picture, a photo or an adult comment to go in as evidence of the activity.

38. Why Is Homework Important? Completing homework regularly helps your child to do better at school. Completing homework can be equal to an additional year’s schooling in the entire primary phase. It is a chance for your child to practise and extend skills, knowledge and interests. Your child begins to take ownership and responsibility for his/her learning. This in turn helps your child to become an independent learner. Your child will learn how to organise and manage their own time. It introduces your child to forthcoming work in class or reinforces work that they have been working on in class. It helps you to become involved in your child's education and helps you to know what your child is learning in class.

39. Top tips for homework Ensure your child is ready to do some homework. Make sure there are no distractions, such as the radio or television. Explain the activity to your child and encourage them to complete as much of the homework independently as possible. You know your child and how much this is. Give them encouragement and praise when they get things right. Help your child when they need it, but encourage them to have a go first. Try and make homework a special time for you and your child.

40. Further information: So, remember we are here to work with you and your child. If you need any help, guidance or support you can get help from : Your child’s class teacher Key stage one Phase Leader—Lesley Collinson Literacy coordinator— Michelle Hayes Maths coordinator—Sarah Whiskey