1. Supporting your Child with Phonics. M Gerrie October 2015

2. Why do we teach phonics? The phonics we teach at KS1 are part of the government’s Letters and Sounds programme which is followed in all schools. The phonics we teach at KS1 are part of the government’s Letters and Sounds programme which is followed in all schools. Research has shown that children who are taught phonics in this way become better readers and spellers and develop independence. Research has shown that children who are taught phonics in this way become better readers and spellers and develop independence.

3. Phonics terminology Phoneme – the smallest sound in a word Phoneme – the smallest sound in a word Grapheme – the way in which a phoneme is written Grapheme – the way in which a phoneme is written Digraph – when a grapheme is written with 2 letters e.g. ‘sh’ Digraph – when a grapheme is written with 2 letters e.g. ‘sh’ Trigraph – when a grapheme is written with 3 letters e.g. ‘air’ Trigraph – when a grapheme is written with 3 letters e.g. ‘air’ Split digraph – when the letters making up the sound are split by another letter e.g. cake Split digraph – when the letters making up the sound are split by another letter e.g. cake

4. The 6 Phonic Phases Phase 1 (Nursery) Phase 1 (Nursery) Working on: Showing awareness of rhyme and alliteration, distinguishing between different sounds in the environment and phonemes, exploring and experimenting with sounds and words and discriminating speech sounds in words. Beginning to orally blend and segment phonemes

5. The 6 Phonic Phases Phase 2 (Year R Phase 2 (Year R Working on: Using common consonants and vowels Blending for reading and segmenting for spelling simple CVC words. Working on: Knowing that words are constructed from phonemes and that phonemes are represented by graphemes. Letter progression: Letter progression: Set 5: h, b, f, ff, l, ll, ss Set 5: h, b, f, ff, l, ll, ss Set 4: ck, e, u, r Set 4: ck, e, u, r Set 3: g, o, c, k Set 3: g, o, c, k Set 2: i, n, m, d Set 2: i, n, m, d Set 1: s, a, t, p Set 1: s, a, t, p

6. The 6 Phonic Phases Phase 3 (Year R) Working on: Knowing one grapheme for each of the 43 phonemes Working on: Reading and spelling a wide range of CVC words using all letters and less frequent consonant digraphs and some long vowel phonemes. Graphemes: Graphemes: ear, air, ure, er, ear, air, ure, er, ar, or, ur, ow, oi, ar, or, ur, ow, oi, ai, ee, igh, oa, oo ai, ee, igh, oa, oo Working on: Reading and spelling CVC words using a wider range of letters, short vowels, some consonant digraphs and double letters. Consonant digraphs Consonant digraphs ch, sh, th, ng ch, sh, th, ng Working on: Reading and spelling CVC words using letters and short vowels. Letter progression Letter progression Set 7: y, z, zz, qu Set 7: y, z, zz, qu Set 6: j, v, w, x Set 6: j, v, w, x

7. The 6 Phonic Phases Phases 4 and 5 are taught in Year 1 and Phase 6 in Year 2. Phase 4 is a very short phase focusing on longer words using Phase 3 sounds. Phase 5 teaches alternative spellings for the same sound. Children are expected to be able to read and write at Phase 5 by the end of Year 1 when they are given a Phonics Screening Check. The school has performed above the Surrey and National Average in this check for the past 2 years, since it was introduced. Phase 6 overlaps with the Support for Spelling programme that is taught throughout Years 2-6.

8. How are the phonic sounds said? Phonic Sounds Phonic Sounds

9. Phonics teaching First few minutes – quick recall of sounds, written forms or tricky words First few minutes – quick recall of sounds, written forms or tricky words Next few minutes – teaching of new sounds or tricky words Next few minutes – teaching of new sounds or tricky words Next few minutes – reading or spelling words using these sounds – as part of a game. Next few minutes – reading or spelling words using these sounds – as part of a game. Reading or writing a sentence containing sounds. Reading or writing a sentence containing sounds. http://www.youtube.com/watch?v=xGpsVmW LRFA (Jolly Phonics Phase 2) http://www.youtube.com/watch?v=xGpsVmW LRFA (Jolly Phonics Phase 2) http://www.youtube.com/watch?v=xGpsVmW LRFA http://www.youtube.com/watch?v=xGpsVmW LRFA

10. 100 High Frequency Words

11. How you can support your child in phonics. Rehearse single and double sounds sent home from Reception, ensuring you are saying each sound completely correctly. Rehearse single and double sounds sent home from Reception, ensuring you are saying each sound completely correctly. Spot these sounds in words when reading to your child and in the environment around them. Spot these sounds in words when reading to your child and in the environment around them. Ensure your child can write the sound as well as say it. Ensure your child can write the sound as well as say it. Begin by linking the sound and the action but ensure that your child can say each sound, not just show the action. Begin by linking the sound and the action but ensure that your child can say each sound, not just show the action.

12. How you can support your child in phonics. Practise blending the phonic sounds into words rather as well as learning the sounds in isolation. Practise blending the phonic sounds into words rather as well as learning the sounds in isolation. Watch your child as they say each sound to make sure they are forming their mouth appropriately – particularly watch f/th. Watch your child as they say each sound to make sure they are forming their mouth appropriately – particularly watch f/th. Encourage your child to use their phonic knowledge when they write, attempting each sound in a phonically plausible way. Don’t expect accurate spelling as the alternative forms of spelling each sound are not taught until Year 1/2. Encourage your child to use their phonic knowledge when they write, attempting each sound in a phonically plausible way. Don’t expect accurate spelling as the alternative forms of spelling each sound are not taught until Year 1/2.

13. How you can support your child in phonics. Play phonics games on the computer. Some good websites: Play phonics games on the computer. Some good websites: BBC words and pictures BBC words and pictures BBC KS1 bitesize games BBC KS1 bitesize games Phonicsplay.co.uk Phonicsplay.co.uk The Reception team will suggest others on the weekly newsletter. The Reception team will suggest others on the weekly newsletter.

14. Any Questions?

15. Reading in Reception

16. Reading together Enjoyment of reading begins with sharing books together. Your child does not need to be able to read the book. Enjoyment of reading begins with sharing books together. Your child does not need to be able to read the book. By sharing a book, children become inquisitive about words. They can look at the pictures and can be encouraged to find the word that begins with that sound. By sharing a book, children become inquisitive about words. They can look at the pictures and can be encouraged to find the word that begins with that sound.

17. Reading Daily When your child has learnt their initial letter sounds, they will be given a reading book. The words in the first books will be limited and repetitive, and the text will always be accompanied by pictures. When your child has learnt their initial letter sounds, they will be given a reading book. The words in the first books will be limited and repetitive, and the text will always be accompanied by pictures. The words will be a combination of those that they can sound out and blend (using their phonic knowledge) and some of the high frequency words which children need to begin to learn. The words will be a combination of those that they can sound out and blend (using their phonic knowledge) and some of the high frequency words which children need to begin to learn.

18. Reading Daily When reading with your child – always talk about the title of the book – what do they think it is about? What does the picture tell them? When reading with your child – always talk about the title of the book – what do they think it is about? What does the picture tell them? Begin to read the book. Any unfamiliar words should be sounded out (if it is possible to do so). If not, then tell your child the word. Begin to read the book. Any unfamiliar words should be sounded out (if it is possible to do so). If not, then tell your child the word. Encourage your child to tell you what they can see in the picture, to tell you the first sound of that word and to see if they can find that in the text. Encourage your child to tell you what they can see in the picture, to tell you the first sound of that word and to see if they can find that in the text. Ask your child to think of other words that mean the same thing if they don’t guess the right word straight away. Ask your child to think of other words that mean the same thing if they don’t guess the right word straight away.

19. Reading Daily When reading, your child should sound out any unfamiliar words. Ensure that they sound out rather than saying the letter names. If you are unsure of the letter sound, then it is possible to hear the phonic sound for each letter at http://www.focusonphonics.co.uk/sound.htm When reading, your child should sound out any unfamiliar words. Ensure that they sound out rather than saying the letter names. If you are unsure of the letter sound, then it is possible to hear the phonic sound for each letter at http://www.focusonphonics.co.uk/sound.htm http://www.focusonphonics.co.uk/sound.htm It is important that children say ‘s’ not ‘suh’ for example, as ‘s’ ‘a’ ‘t’ can be blended but ‘suh’ ‘a’ ‘tuh’ can’t. It is important that children say ‘s’ not ‘suh’ for example, as ‘s’ ‘a’ ‘t’ can be blended but ‘suh’ ‘a’ ‘tuh’ can’t. If you have had to discuss a word, then see if your child can spot that word again on the next page before reading it. If you have had to discuss a word, then see if your child can spot that word again on the next page before reading it.

20. Reading Daily Once you have read a text, there is a lot of value in revisiting it – particularly if there were words missed. Once you have read a text, there is a lot of value in revisiting it – particularly if there were words missed. Ensure your child reads for only a few minutes each day, gradually building up this time. If they are disinterested, then don’t read their book with them at that time. Ensure your child reads for only a few minutes each day, gradually building up this time. If they are disinterested, then don’t read their book with them at that time.

21. Reading in Everyday Life Children should be encouraged to read in all contexts, not just their reading books. They can spot signs, use the pictures and the words together to understand meaning and will develop a good sense of the importance of reading without even picking up a book! Children should be encouraged to read in all contexts, not just their reading books. They can spot signs, use the pictures and the words together to understand meaning and will develop a good sense of the importance of reading without even picking up a book!

22. Reading for Enjoyment Being a member of a library or buying magazines for your child regularly will increase their interest in reading. There are lots of good children’s magazines available – most with stickers or freebies – all of which can provide a stimulus for your child to want to read. Being a member of a library or buying magazines for your child regularly will increase their interest in reading. There are lots of good children’s magazines available – most with stickers or freebies – all of which can provide a stimulus for your child to want to read.

23. Questions to Ask – Reading Skills Can you tell me each sound in the word? Can you tell me each sound in the word? Can you blend them together? Can you blend them together? What should you do when you get to a full stop? What should you do when you get to a full stop? Can you follow the reading using your finger? Can you follow the reading using your finger? Is there anything in the picture to help you work out the missing word? Is there anything in the picture to help you work out the missing word? Read the rest of the sentence, what might the word say? Read the rest of the sentence, what might the word say? Can you sound out the word in your head and then just say the blended word out loud? Can you sound out the word in your head and then just say the blended word out loud?

24. Questions to Ask - Comprehension What do you think is going to happen in the book? What do you think is going to happen in the book? Who are the main characters / people? Who are the main characters / people? What happened in the story? What happened in the story? How did the characters feel? How did the characters feel? Have you ever done something like that? Have you ever done something like that? Would you like to have done the same thing? Would you like to have done the same thing?

25. Questions to Ask - Comprehension What might happen on the next page? What might happen on the next page? What might happen next – after the end of the book? What might happen next – after the end of the book? Why did the character do that? Why did the character do that? Which character did you like best and why? Which character did you like best and why?

26. Any Questions?

27. Handwriting in Reception

28. Mark Making Writing begins with mark making. Children wanting to pick up a pen or pencil and make marks to which they attribute meaning. Writing begins with mark making. Children wanting to pick up a pen or pencil and make marks to which they attribute meaning. Mark making can use large brushes, chalks, paint, water, fingers in sand – anything where they are forming shapes which will begin to look like letters. Mark making can use large brushes, chalks, paint, water, fingers in sand – anything where they are forming shapes which will begin to look like letters.

29. Developing Handwriting Children will be taught handwriting throughout Reception. Children will be taught handwriting throughout Reception. We start by teaching the curly letters c,o,a,g,d,q as these all start the same way. We start by teaching the curly letters c,o,a,g,d,q as these all start the same way. We move on to tall letters and then tail letters. We move on to tall letters and then tail letters. The Reception team will send out the Handwriting style. The Reception team will send out the Handwriting style.

30. Supporting your Child with Handwriting The formation of the letters is vital as they will learn to join these letters in Year 1 and are expected to have a fluent writing style by the end of Year 2 The formation of the letters is vital as they will learn to join these letters in Year 1 and are expected to have a fluent writing style by the end of Year 2 Please ensure you watch your child to make sure each letter is being formed correctly. Please ensure you watch your child to make sure each letter is being formed correctly. Please complete the weekly handwriting homework with your child. Please complete the weekly handwriting homework with your child.

31. Any Questions?