Foundation Stage and Key Stage 1 Phonics Evening

Share how phonics is taught at Tarporley Develop parents confidence in helping children with phonics and reading Teach basics of phonics and some useful phonics terms Outline stages of phonics development Share ideas which can help parents support learning at home Give parents the opportunity to ask questions

We teach reading through a number of different ways: Phonics Guided Reading Individual Reading in school Book Sharing at home Literacy and all other lessons READING at TARPORLEY… Ofsted (2010), Reading by six: Excellence in reading is characterised by: establishing phonic knowledge and skills and their application through reading, writing and comprehension of what they are reading.

There are 6 phonics phases in Letters and Sounds Letters and Sounds is a phonics resource published by the Department for Education and Skills in Skills of segmentation and blending Knowledge of the alphabetic code. Written language is basically a kind of code. Teaching phonics is teaching children to crack that code.

How is Phonics taught at Tarporley ? Every day the children have minute sessions of phonics in their differentiated phonics groups Lessons encompass a range of games, songs and rhymes We use a range of phonics schemes at Tarporley that we combine to create a bespoke programme for each year group, phase and learning style depending on the children we are teaching. This is similar to our reading books; we use a range of publishers to give the children a broad reading experience.

Phonics should be: Fun! Fast Paced! Build on previous knowledge! Motivating! Loud!

Technical Words- Glossary Phonemes: The smallest units of sound that are found within a word Grapheme: The spelling of the sound e.g. Th Diagraph: Two letters that make one sound when read Trigraphs: Three letters that make one sound CVC: Stands for consonant, vowel, consonant. Segmenting is breaking up a word into its sounds. Blending : Putting the sounds together to read a word Tricky words: Words that cannot easily be decoded.

Phase 1: Getting ready for phonics 1. Tuning into sounds 2. Listening and remembering sounds 3. Talking about sounds Music and movement Rhythm and rhyme Sound effects Speaking and listening skills 4. Oral blending and segmenting

Phonics Words… Children need to be able to hear the separate sounds in a word and then blend them together to say the whole word Blending Segmenting Children need to be able to hear a whole word and say every sound that they hear

Blending b/ /e/ /d/ = bed /t/ /i/ /n/ = tin /m/ /u/ /g/ = mug

Segmenting bed = /b/ /e/ /d/ tin= /t/ /i/ /n/ mug= /m/ /u/ /g/

How can I help at home? Nursery rhymes, songs, action rhymes. Share story books Talking about sounds: listening walks, loud/soft, high/low, silly noises. Speaking & listening: silly sentences “Happy Harry hops”, mimics, animal sounds. Blending and segmenting: Soundtalking cvc words e.g. bus, cat, dog, hat, sun, red, pip, dad, mum etc. I Spy a…. c-a-t

Phase 2: Learning phonemes to read and write simple words Children will learn their first 19 phonemes: Set 1: s a t p Set 2: i n m d Set 3: g o c k Set 4: ck (as in duck) e u r Set 5: h b l f ff (as in puff) ll (as in hill) ss (as in hiss) They will use these phonemes to read and spell simple “consonant-vowel-consonant” (CVC) words: sat, tap, dig, duck, rug, puff, hill, hiss All these words contain 3 phonemes.

Phonics Words… Phonemes are sounds that can be heard in words e.g. c-a-t Phoneme Grapheme This is how a phoneme is written down Digraph This means that the phoneme comprises of two letters e.g. ll, ff, ck, ss

Phonics words Phoneme frame and sound buttons..... _ cat cat duck

Tricky Words There are many words that cannot be blended or segmented because they are irregular. thewassaidyou some Basically these words ‘break the code’ …there is no pattern or rule. Children just need to learn them by sight!

Phase 3: Learning the long vowel phonemes Children will enter phase 3 once they know the first 19 phonemes and can blend and segment to read and spell CVC words. They will learn another 26 phonemes: j, v, w, x, y, z, zz, qu ch, sh, th, ng, ai, ee, igh, oa, oo, ar, or, ur, ow, oi, ear, air, ure, er They will use these phonemes (and the ones from Phase 2) to read and spell words: chip, shop, thin, ring, pain, feet, night, boat, boot, look, farm, fork, burn, town, coin, dear, fair, sure

Phonics Words… Trigraph This means that the phoneme comprises of three letters e.g. igh, ear, ure

How can I help at home? Listen to your child reading their home reading book. Aim for 5-10minutes everyday, if possible. Ask the children to sing the Jolly Phonics songs at home and write/read the sounds Bingo/ Noughts and Crosses/ Pairs Phonics Play and other websites (Google phonics games) Magnetic letters on the fridge Playing I Spy using letter sounds and digraphs

Phase 4: Introducing consonant clusters: reading and spelling words with four or more phonemes Children move into phase 4 when they know all the phonemes from phases 2 and 3 and can use them to read and spell simple words (blending to read and segmenting to spell). Phase 4 doesn’t introduce any new phonemes. It focuses on reading and spelling longer words with the phonemes they already know. These words have consonant clusters at the beginning: spot, trip, clap, green, clown …or at the end: tent, mend, damp, burnt …or at the beginning and end! trust, spend, twist

Teach new graphemes for reading ay, ou, ie, ea, oy, ir, ue, aw, wh, ph, ew, oe, au, a-e, e-e, i-e, o-e, u-e Learn alternative pronunciations of graphemes (the same grapheme can represent more than one phoneme): Fin/find, hot/cold, cat/cent, got/giant, but/put, cow/blow, tie/field, eat/bread, farmer/her, hat/what, yes/by/very, chin/school/chef, out/shoulder/could/you. Phase 5: Now it gets complicated….

Learning that the same phoneme can be represented in more than one way: burn first term heard work Learning all the variations! Learning that the same grapheme can represent more than one phoneme: meatbread hebed bearhear cowlow

Teaching the split digraph… rob robe tap tape cub cube pin pine

Phase 6: Spelling rules and Grammar Moving towards SPAG Phase 6 focuses on spellings and learning rules for spelling alternatives. Children look at syllables, base words, analogy and mnemonics. Children learn about past tense, rules for adding ‘ing’ and irregular verbs ‘tion’ and ‘sion’ words

Is there anything I can do at home? yes...

Listen to your child reading their home reading book. Aim for 5-10minutes everyday, if possible. Make up captions for your child to add sound buttons to…see example! Reading signs, street signs and packaging of food etc, ask your child to write your shopping list Send letters and s to different members of your family Magic writing boards- leave each other messages! When spelling, encourage your child to think about what “looks right”: tray trai rain rayn boil boyl

General tips to support reading Once is never enough! - Encourage your child to re-read favourite books and poems as well as our school reading books. Re-reading helps children read more quickly and accurately. It also support comprehension. Dig deeper into the story - Ask your child questions about the story you've just read. Say something like, "Why do you think he did that?" (you could use the questions to get more from your child’s reading book for some varied ideas) Pick books that are at the right level - Help your child pick books that are not too difficult. The aim is to give your child lots of successful reading experiences. I read to you, you read to me - Take turns reading aloud at bedtime. Kids enjoy this special time with their parents. One more time with feeling - When your child has sounded out an unfamiliar word, have him or her re-read that sentence. Often kids are so busy figuring out a word they lose the meaning of what they've just read. Be patient - When your child is trying to sound out an unfamiliar word, give him or her time to do so. Remind your child to look closely at the word and think about the technique; phonics, sound buttons, break it up, context of sentence, picture and initial sound.

Year 1 Phonics Test Taking place during the week beginning 16 th June. Each child will take the screening test with Miss Nicholas (phonics lead) Children will be asked to decode and blend 40 words from across phases 3-5 Mix of real and tricky words Pass mark will be between 31-35

Year 1 Phonics Test Page 14 nonsense words Words will have a variety of simple word structures eg. for example CVC, VCC, CCVC and CVCC using single letters (a, b, c, d, e, f, g, h, I, j, k, l, m, n, o, p, q(u), r, s, t, u, v, w, x, y, z) some consonant digraphs (ch, ck, ff, ll, ng, sh, ss, th, zz) frequent and consistent vowel digraphs (ar, ee, oi, oo or) Page 24 nonsense words Page 34 nonsense words Page 44 real words Page 54 real words

Year 1 Phonics Test Page 64 nonsense words words will have a variety of more complex word structures (for example CCVCC, CCCVC, CCCVCC some additional consonant digraphs (ph, wh) some less frequent and consistent vowel digraphs, including split digraphs (a-e, ai, au, aw, ay, ea, e-e, er, ew, i-e, ie, ir, oa, o-e, ou, ow, oy, ue, u-e, ur) and trigraphs (air, igh) Page 74 nonsense words Page 84 real words Page 94 real words Page 104 real words

Year 1 Phonics Test

After the test… Re-takes are to be done in June of Y2 Parents will be informed whether their child has reached the standard required in their summer reports Look also at the children’s reading level, not just their phonics test result.

Thank you for listening!! Any questions??