Parents Phonics Workshop Tuesday 3rd October 2017

Phonics parent Workshop Welcome! We are going to be looking at: *What is phonics? *The Phases taught in EYFS and KS1 *Teaching tricky words *Activities and ideas of how to practise at home *Websites that are useful

At Westwoodside Church of England Academy School, we follow the Letters and Sounds programme. Letters and Sounds is a phonics resource published by the Department for Education and Skills which consists of six phases.

Terminology Phoneme- the smallest unit of sound in speech   Graphemes- a letter/ number of letters that represent a sound Segmenting- breaking words down into individual sounds or syllables Blending- (opposite) combining the sounds to make a word Digraph- two letters that represent one sound (‘er’) Trigraph- three letters that represent one sound (‘igh’) Split digraph- when a digraph is splint by a consonant (‘wrote’) Abbreviations- e.g. CVC word- consonant, vowel consonant ‘c’ ‘a’ ‘t’

Segmenting Breaking down words for spelling. cat c a t

Segmenting Queen qu ee n

Building words from phonemes to read. Blending Building words from phonemes to read. c a t cat

Blending Qu ee n queen

So what should be taught? Beginner readers should be taught four things: grapheme-phoneme correspondence (that is the sounds the letters make) to blend phonemes (sounds) in order, all through a word, to read it to segment words into their phonemes for spelling that blending and segmenting are reversible processes Ensuring children’s knowledge of a range of high frequency and other words (tricky words) that do not conform with phonic rules Explain blending and segmenting and their reversibiiity i.e. if you can blend the sounds together to read a word, you should be able to identify and break down (segment) the individual sounds in a word you hear, to spell it. T spell the word, you need to represent each sound you hear by a letter – or more than one letter Clear differentiation between the two dimensions allows teachers to: recognise that children will show variable performance or progress in each dimension separately assess children’s performance and progress in each dimension plan different types of teaching to develop each dimension SO THAT- They focus clearly on developing word recognition skills through: - phoneme awareness and phonics teaching - repetition and teaching of ‘tricky’ words They focus clearly on developing language comprehension through: - talking with children - reading to children - teaching comprehension strategies High frequency words to be taugt with the same rigor. When do children need to segment and when do they need to blend – discuss Segmenting for spelling Blend for reading 9

The Simple View of Reading word recognition language comprehension g o d poor good Good language comprehension, poor word recognition Good word recognition, good language comprehension The Simple View proposes that there are two sets of abilities that contribute to reading: word recognition abilities (the ability to read and understand the words on the page) and language comprehension ability (the ability to understand language we hear and language we read). These two sets of abilities are seen as continuous dimensions: allows teachers to specify their teaching objectives and engage children in relevant activities to foster development towards achieving those objectives: the separation is in the teacher’s mind, for pedagogic purposes, not in the child’s mind. That is, it provides a clearer framework for teachers to focus their teaching clearly towards learning objectives for children. It also makes apparent the fact that children can experience various degrees of ease or difficulty in developing either word recognition or language comprehension or both, and invites teachers therefore to consider children’s progress and ability in each of the two dimensions Two dimensions of reading  four possible outcomes. ACTIVITY: Plot children into 4 quadrants – one per quadrant Poor word recognition, poor language comprehension Good word recognition, poor language comprehension 10

Phase 1- Nursery (F1) tuning into sounds listening and remembering sounds talking about sounds- developing vocabulary and language comprehension

Phase 1 Phonics Activities Aspect 1: Environmental sounds Stories – Walk around local area Aspect 2: Instrumental sounds Bag of instruments – Add sound effects Aspect 3: Body percussion Action songs and rhymes Aspect 4: Rhythm and rhyme Rhyming stories – What rhymes with…? Aspect 5: Alliteration Having fun with names – Story characters Aspect 6: Voice sounds Adding different voices to stories Aspect 7: Oral blending and segmenting Robot speech c-a-t and Put it together

Phase 2 letter sounds Set 1: s, a, t, p Set 2: i, n, m, d Set 3: g, o, c, k Set 4: ck, e, u, r Set 5: h, b, f, ff, l, ll, ss

See Back of Phonics book

Phase 2 Words VC words- e.g. it, is, an, on, CVC words- e.g. pin, sat, dog Tricky words- e.g. the, to, no, go, I

See Back of Phonics book

Phase 3 Letter Sounds Set 6: j, v, w, x Set 7: y, z, zz, qu Consonant digraphs: ch, sh, th, ng Vowel digraphs: ai, ee, igh, oa, oo, ar, or, ur, ow, oi, ear, air, ure, er

Letters and Sounds / Word Mats Will be added to Phonics books when they are introduced.

Phase 4 Practise reading and spelling CVCC words (‘such,’ ‘belt,’ ‘milk’ etc) Practise reading and spelling high frequency words Practise reading and writing sentences Learn more tricky words, including ‘have,’ ‘like,’ ‘some,’ ‘little’

Phase 5- Taught in Year 1 Children will be taught new graphemes and alternative pronunciations for these graphemes. Vowel digraphs: wh, ph, ay, ou, ie, ea, oy, ir, ue, aw, ew, oe, au Split digraphs: a_e, e_e, i_e, o_e, u_e

Year 1 Phonics Test

Phase 6- taught in year 2 The focus is on learning spelling rules for suffixes. -s -es -ing -ed -er -est -y -en -ful -ly -ment -ness

What does a Phonics lesson look like? Revisit/review Flashcards to practice phonemes learnt so far. Teach Teach new phoneme air Practice Buried treasure Air, zair, fair, hair, lair, pair, vair, sair, thair Apply Read captions: The goat had a long beard. The quack was right in his ear.

Resources http://www.phonicsplay.co.uk

Online Resources Mr Thorne Does Phonics http://mrthorne.com/home/phonics/letters-and- sounds/ Jolly Phonics Letters and Sounds (Actions) http://jollylearning.co.uk/2010/11/03/jolly- phonics-actions/ Teach handwriting- Continuous cursive script http://www.teachhandwriting.co.uk/continuous- cursive-letters-beginners.html

Other Resources Books- home, library, school Environmental print- magazines, signs, recipes, Red Phonics books- weekly home activities At back of red book: Letters and Sounds mat Word mat Handwriting mat Whiteboards and pens