Linguistic Phonics Coordinator’s Training Pack 2

Key Principles Programme is systematic and clearly structured The child’s oral language is developed alongside the phonics Phonics are clearly linked to reading and writing Sounds are taught quickly and blended into words from the start Teacher modelling is the core teaching strategy Problem-solving is the core learning strategy

Implementation Yr 1 focuses on phonological awareness Diagnostic testing carried out in Yr 2 to set the baseline Yr 2 aim to cover Stages 1-5 Move On! Yr 3 revisit all Stages and focus on Stage 5 Yr 4 revisit, consolidate and cover Stage 6 KS2 follow the same process using age-appropriate words Set aside15 mins every day Emphasis is on oral and practical work

Searchlight Model Phonics Word Knowledge Context Syntax

The Pure Sounds Voiced Unvoiced Vowels How many sounds in…….?

Stage 1: One-Letter, One-Sound Rationale To enable the child to understand that words are made up of sounds which are represented by letters and to learn the most common sound/letter combinations. The child will then be able to use this knowledge to read and spell words. Knowledge  sounds are represented by letters  one letter to one sound correspondence with cvc vc words  we sound across words from left to right Skills  segmenting  blending  manipulating phonemes to make new words

Skills:  hear sounds in words  segment  blend  manipulate phonemes

Lesson 1 : Word building p t a _ _ _

Activity Practise lesson working in pairs Use the whiteboards

Lesson 2: Generating new words Activity Phoneme manipulation using paper squares

Stage 2: More complex and longer words Rationale To provide the learner with experience of reading and spelling words which have more complex structures so that they are able to read and spell with accuracy and confidence. Knowledge  sounds are represented by letters  one letter to one sound correspondence, with vcc,cvcc,ccvc words Skills  segmenting  blending  manipulating phonemes

Lesson 1 and 2 : Word Building Activity: picture cards and whiteboards Lesson 3: Generating nonsense words

Stage 3:Multi-syllable words one-letter, one-sound Rationale To enable the learner to read and spell longer, multi-syllable words accurately without adding or omitting sounds, thereby extending their vocabulary. Knowledge  sounds are represented by letters  one-sound to one letter correspondence  longer words are made up of blocks of sound Skills  To identify blocks of sound (syllables) in words  To segment blocks of sound (syllables) in words  To blend blocks of sound (syllables) together to make whole words

Lesson 1: Word Building Activity Practise lesson1 with whiteboards Activity Read section on reading and responding to errors

Stage 4:Sounds represented by more than one letter Rationale To help the child to recognise that a sound can be represented by more than one letter so that they are able to read and spell an increasing number of words. Knowledge  sounds are represented by letters  one sound can be represented by more than one letter ll,zz,ck,th,ch,sh,ng Skills  segmenting  blending  manipulating phonemes  identifying sounds represented by more than one letter

Lesson 1 : Word-building- double letters Activity: Listen for the target sound Lesson 2: Word Building Activity: Practise Lesson 2 using paper squares

Stage 5: Categorizing sounds Rationale To provide the child with the knowledge and skills needed to categorize sounds so that the orthographic diversity of the English language can be managed and understood Knowledge  the same phoneme can be represented in more than one way and the same spelling may represent more than one sound (eg. tea me tree happy)  The same spelling may represent more than one sound (teach,bread)  The accepted way of spelling high frequency words Skills  segmenting  blending sounds  identifying and categorizing various representations of the same sound

Listen for the target sound Lesson 1a: Categorizing sounds Activity: Practise Lesson 1 Activity; Using paper squares Lesson 1b: Separated sound Activity: Using paper squares

Activity Word Sort – Read (say), sort, find

Lesson 2: Categorizing Sounds (The same grapheme may represent more than one phoneme) The importance of context – the overlap lesson Reading and responding to errors

recognise the one – one sound/symbol relationship work left to right across a word segment, blend and manipulate sounds hear and see blocks of sounds in words segment and blend blocks of sound recognise that sounds can be represented by more than one letter recognise that the same phoneme can be spelt in more than one way recognise that the same spelling may represent more than one sound identify and recognise various representations of the same sound Stage 5 The children at this stage can:

Stage 6:Multi-syllable words with orthographic diversity Rationale To enable the child to read and spell Multi-syllable words with increasing accuracy and to be aware of the use of schwa vowels and Latin and Greek endings. Knowledge  sounds are represented by letters  impact of schwa vowels on pronunciation  common Latin endings Skills  identifying blocks of sound in words  segmenting and blending blocks of sound in words  recognising and deciding on appropriate sounds and representations

Activity: Practise Lesson 1: Word-building Practise Lesson 2: Reading into a word Reading and responding to errors – see file

Key Messages Lessons Problem-solving Partner working Say the words KStage 2 Move on! Words the children know Modelled Shared and Guided Reading for meaning Whole school