1. Primary National Strategy Teaching Phonics © Crown Copyright 2006

2. 2 Aims of the Session To : support teachers and teaching assistants in developing a good understanding of phonic principles examine the 6 phases of phonic development; consider assessment and tracking; direct colleagues to appropriate resources.

3. 3 Enunciation Teaching phonics requires a technical skill in enunciation Phonemes should be articulated clearly and precisely

4. 4 Phonic terminology: some definitions A phoneme is the smallest unit of sound in a word A grapheme is the letter, or letters, representing a phoneme taiigh

5. 5 Blending Blending is recognising the letter sounds in a written word, for example c-u-p, and merging or synthesising them in the order in which they are written to pronounce the word ‘cup’

6. 6 Segmenting Segmenting is identifying the individual sounds in a spoken word (e.g. ‘him’ = h – i - m) and writing down letters for each sound to form the word.

7. 7 Digraph Two letters, making one sound A consonant digraph contains two consonants shckthll A vowel digraph contains at least one vowel ai ee ar oy

8. 8 Trigraph Three letters making one sound igh dge

9. 9 Split digraph A digraph in which the two letters making the sound are not adjacent, (e.g. make)

10. 10 Synthetic phonics For reading: phonemes [sounds] associated with particular graphemes [letters] are pronounced in isolation and blended together (synthesised). For writing: Words are segmented into phonemes orally, and a grapheme written to represent each phoneme.

11. 11 CVC Words Sorting Activity

12. 12 CVC words pig ship fill song whizz chick whip miss huff boy day car cow for

13. 13 Phase One In developing their phonological awareness children will improve their ability to distinguish between sounds and to speak clearly and audibly with confidence and control. Through speaking and listening activities, children will develop their language structures and increase their vocabulary.

14. 14 Enjoy listening to noises Environmental Instrumental Speech sound discrimination Making sounds with their own voices

15. 15 Video

16. 16 Phase One Outcomes Explore and experiment with sounds and words Listen attentively Show a growing awareness and appreciation of rhyme, rhythm and alliteration Speak clearly and audibly with confidence and control Distinguish between different sounds in words Develop awareness of the differences between phonemes

17. 17 Phase Two To introduce grapheme-phoneme (letter-sound) correspondences

18. 18 Phase Two Outcomes Children know that words are constructed from phonemes and that phonemes are represented by graphemes They have knowledge of a small selection of common consonants and vowels. They blend them together in reading simple CVC words and segment them to support spelling.

19. 19 Model for the daily direct teaching of phonics skills Revisit and Review Teach Practise Apply

20. 20 Phase Three To teach children one grapheme for each of the 44 phonemes in order to read and spell simple regular words.

21. 21 Phase Three Video sequence

22. 22 Phase Three Outcomes Children link sounds to letters, naming and sounding the letters of the alphabet. They recognise letter shapes and say a sound for each. They hear and say sounds in the order in which they occur in the word, They read simple words by sounding out and blending the phonemes all through the word from left to right. They recognise common digraphs and read some high frequency words.

23. 23 Phase Four To teach children to read and spell words containing adjacent consonants. dog, black, flat, strip, chest

24. 24 Phase Four Activities from Playing with Sounds Phoneme frame – to spell words Sound buttons –blending Countdown for blending Silly sentences Quickwrite for spelling Full circle – spelling NSEW Discussion

25. 25 Phase Four Outcomes Children are able to blend and segment adjacent consonants in words They apply this skill when reading unfamiliar texts and in spelling.

26. 26 Phase Five Teaching children to recognise and use alternative ways of pronouncing the graphemes and spelling the phonemes already taught.

27. 27 Same letters, different sounds mean bread read

28. 28 Same sound, different letters may makemake pain

29. 29 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. ‘Oh, no,’ said Tom. ‘We’ll be here for a week!’ Dad went to speak to the driver to see if he could help.

30. 30 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. ‘Oh, no,’ said Tom. ‘We’ll be here for a week!’ Dad went to speak to the driver to see if he could help.

31. 31 Phase Five Outcomes Children will: use alternative ways of pronouncing the graphemes and spelling the phonemes corresponding to long vowel phonemes. identify the constituent parts of two-syllable and three- syllable words and be able to read and spell phonically decodable two-syllable and three-syllable words. recognise an increasing number of high frequency words automatically. apply phonic knowledge and skills as the prime approach in reading and spelling when the words are unfamiliar and not completely decodable.

32. 32 Phase Six Teaching children to develop their skill and automaticity in reading and spelling, creating ever- increasing capacity to attend to reading for meaning.

33. 33 Phase Six Outcomes Children will: Apply their phonics skills and knowledge to recognise and spell an increasing number of complex words. Read an increasing number of high and medium frequency words independently and automatically.

34. 34 Steps to Phases CLLD Phonic phasesPlaying with sounds Steps EYFS - CLL – Linking sounds and letters (also see FS profile and NLS) 11 22 3i2-4 3ii2-4 3iii2-4 +elements of 6 45 56 and beyond 66 + 7 and beyond

35. 35 Application In shared and guided reading and writing Across the curriculum

36. 36 Assessment and Tracking Phase descriptors Tracking sheet

37. 37 Developing learning across a week Discrete daily teaching of phonics Daily application in shared reading and writing Daily application across the curriculum Application in guided reading Application in guided writing

38. 38 New PNS Materials ‘Letters and Sounds’ To be launched in May Five copies into every school in May Training in Autumn Term 2007

39. 39 Assessing your phonics programme Resource available to support schools in assessing their phonics programmes. Further supporting materials available at: www.standards.dfes.gov.uk/phonics

40. 40 Questions