Presentation on theme: "Phonics at KS2 The basics. What we will cover Why all the fuss about phonics? What exactly is phonics (and what are the different phonic phases)? What."— Presentation transcript:
Phonics at KS2 The basics
What we will cover Why all the fuss about phonics? What exactly is phonics (and what are the different phonic phases)? What are FS and KS1 being asked to do? Where does this leave KS2? How to get started?
Why? Synthetic phonics replaces unsound literacy strategy The Times 2 nd Dec 2005 The phonics war isn't over yet The Independent 23 rd March 2006 Kelly tears up schools' reading policy and backs phonics approach The Independent 2 nd Dec 2005 Damning Ofsted report reveals literacy failings The Times 5 th Oct 2005
Phonics out of fashion Literacy strategy – searchlights model Not much phonics in teacher training Endless updates – very confusing 1 in 5 children leave primary school unable to read properly Clackmannanshire study Rose review – Letters and Sounds Phonics now top priority for Ofsted National picture
Current KS2 Cohorts Have not experienced post Rose Report style phonics teaching. May not have had very much phonics teaching at all.
You need to figure this out Assess the children’s phonics skills Reflect on what you are teaching and when Reflect on your training needs Find out what your feeder schools are doing Don’t panic School picture
What is phonics? Knowledge - 44ish phonemes (speech sounds) - 140ish graphemes – ways of writing phonemes Skills - Blending - Segmenting
Merging (or synthesising) the phonemes c-a-t into the word cat Blending
Taking a spoken word (e.g. him) Identifying the individual sounds h-i-m and working out how to write each sound to create the word Segmenting
Vocabulary Phoneme – smallest unit of speech sound Grapheme – a written representation of a phoneme Digraph – two letters that make one sound ch ck th ng Adjacent consonants– two or more consonants next to each other in a word – stop list – CAN PROVE TRICKY
Articulating phonemes You need to take care how you say phonemes. They should be said continuously if possible or otherwise repeated. Take great care not to add an –uh sound onto the end of sounds such as t j p For exact pronunciations see the Letters and Sounds DVD.
Phonic Phases Letters and sounds splits phonics teaching up into 6 distinct phases. I’m going to give a very brief overview
Phase 1 Explore and experiment with sounds and words Distinguish between different sounds in the environment and phonemes Learn to orally blend and segment sounds in words
Phase 1 shouldn’t really come to an end. These skills should be worked on throughout Primary School.
Purpose of phase 2 (up to 6 weeks – Suggested Timetable p50) 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.
Phase 2 letter progression Set 1: satp Set 2:Inmd Set 3:gock Set 4:ckeur Set 5:hbf,ffl,llss
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. These are similar to strategies we will look at later. P64-65
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
Purpose of phase 3 (up to 12 weeks – Suggested Timetable p76-78) 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
25 phonemes taught in Phase 3 Letters Set 6: jvwx Set 7:yz,zz qu Consonant digraphs: ch sh thng Vowel digraphs: aieeigh oaooarorurowoi earairureer
Purpose of phase 4 (4 – 6 weeks) To consolidate children’s knowledge of graphemes in reading and spelling words containing adjacent consonants and polysyllabic words
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 Beware – Adjacent consonants are not digraphs. They make two distinct sounds. Phase 4
Adjacent consonants Children with speech and language difficulties find this stage tricky. Persevere – they will get there. Adjacent consonants are no longer taught as blends as this can be a barrier to learning. Not everybody knows this yet. Spread the word to other people Watch out for old resources (and some new ones) Train children to think about mouth movements
Purpose of Phase 5 (throughout Year One) 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
New graphemes for reading
/ee/ phoneme /ee/ consolidation game
Purpose of phase 6 (throughout year two) Reading Learn 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.
Purpose of phase 6 (throughout year two) 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. Route to spellingRoute to spelling
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
Phonics teaching in FS & KS1 15 minutes a day Every single day At the appropriate phase for the class. FAST FUN SYSTEMATIC
Getting a whole school picture Take your time Get the feel of where your class are Build up a detailed whole school picture.
Things to try with your class For your own interest try playing GPC Flashcards and Quickwrite Graphemes with your class. This is a good way for you to learn how to say the phonemes carefully too.GPC Flashcards Do they know all the letters of the alphabet? Assume nothing! Ideas for more detailed assessments are on the website and in Letters and Sounds.
Whole school assessment Unaided writing analysis: Nursery rhyme or short poem (learn orally first) - Any unaided writing. Spend a staff meeting looking through for evidence that they are applying skills from each phase. Decide which phase each child is working at Moderate Reflect on where the children in your class are
Unaided writing assessment I now a funy little man as quit as a mouse he duse the migef that is dune in evrybody’s howse thow no one ever seas hes fhas it is trou we all agry that evry plat we brak was krakt by mr nobody he put the damp wood on the fier so kettle’s will not bolle hes are the feet that bring in mud and find slim and grim and soil Phase 3
Unaided writing assessment I now a funy little man as quit as a mouse he duse the migef that is dune in evrybody’s howse thow no one ever seas hes fhas it is trou we all agry that evry plat we brak was krakt by mr nobody he put the damp wood on the fier so kettle’s will not bolle hes are the feet that bring in mud and find slim and grim and soil Phase 4
Unaided writing assessment I now a funy little man as quit as a mouse he duse the migef that is dune in evrybody’s howse thow no one ever seas hes fhas it is trou we all agry that evry plat we brak was krakt by mr nobody he put the damp wood on the fier so kettle’s will not bolle hes are the feet that bring in mud and find slim and grim and soil Phase 5
Look at the phases that children are working at Find the 60% mark
Whole class teaching Pitch at the 60% mark. If this is phase 1-5, then teach the whole class 15 mins per day focussed phonics teaching – See Letters and Sounds If this is phase 6 or beyond you can probably move onto KS2 learning intentions but it is still important to include a fast track introduction to phonics and then lots of revision. Build differentiation into your planning to support children above and below the 60% mark.
FAST TRACK INTRODUCTION Phase 1/2 – Loads of oral blending and segmenting games. Phase 3 – Teach what phonemes, graphemes, digraphs, trigraphs are. Learn to blend for reading and segment for writing. Phase 4 – Practise blending and segmenting adjacent consonants.
FAST TRACK INTRODUCTION Phase 5 – Become familiar with the term long vowel phoneme. Introduce the idea that graphemes can represent more than one phoneme and that phonemes can be represented by more than one grapheme. Use this knowledge to support reading and writing
Intervention Children working on a phase (1-5) below the level of whole class teaching must have intervention. 15 mins per day phonics teaching at the appropriate phase – see Letters and Sounds. This has whole school implications for timetabling, TAs etc.
Planning resources Letters and sounds Year 2/3 planning exemplification and spelling programme Spelling bank KS3 literacy progress unit (phonics) KS3 literacy progress unit (spelling) Y3 literacy support programme
What to teach when? There is no official document to tell you this at the moment – Coming soonish! Y3 can refer to Y2/3 Spelling Programme – but it isn’t quite up to date. KS2 Phonics and Spelling is an attempt to fill this gap.
KS 2 Phonics and Spelling Learning objectives taken mainly from Y2/3 Spelling Programme and Spelling Bank. Some things adapted in the light of the Rose Report. Lots of phonics revision thrown in. Spelling conventions looked at from a phonics point of view. Subject knowledge and teaching ideas drawn together from a wide range of documents.
KS2 Phonics and Spelling KS2 Phonics & Spelling
Things to think about
What next? Individuals Reflect on where your class are? What are you going to experiment with over the next few weeks? Whole school Find out where the children are? Identify your school priorities? How are you going to tackle them?