Phonics Workshop 15th March 2018

Introduction The ability to read and write well is a vital skill for all children, paving the way for an enjoyable and successful school experience. The skill of reading allows children to access the world both inside and outside school. We know that being able to read underpins everything a child does in school and is directly linked to their self-esteem, confidence and achievements as they go through life.

Children’s spoken language supports reading and writing In order to make a good start in reading and writing, children need to have an adult listen to them and talk to them. Speaking and listening are the foundations for reading and writing. Books are a rich source of new words for your child; words you would not use in everyday conversations appear in books. Children need to have a wide vocabulary to understand the meaning of books, so read aloud and share books as often as you can. They will enjoy it and it will be useful to them when they come across these words in their own reading later on.

Enjoyment Reading because we enjoy it is the key to being a successful reader. It is a fact that a child who picks up a book out of choice, who enjoys books, uses them to find things out, gets lost in a story, can’t put a book down, says ‘hang on I need to finish the page, chapter.’. Is 5 x more likely to be successful in their all round education. Children who read for 20 minutes a day are exposed to 1.8 million words a year. BUT Children who read for less than a minute day are exposed to only 8,000 words year.

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 5

Letters and Sounds Letters and Sounds is divided into six phases, with each phase building on the skills and knowledge of previous learning. Children have time to practise and rapidly expand their ability to read and spell words. They are also taught to read and spell ‘tricky words’, which are words with spellings that are unusual. Although there are only 26 alphabet sounds, there are actually more than 40 speech sounds our children need to learn!

At John Ray Infants, we follow both the Letters and Sounds programme and Jolly phonics.

The basics of phase 1 Teachers plan activities that will help children to listen attentively to sounds around them, such as the sounds of their toys and to sounds in spoken language. Teachers teach a wide range of nursery rhymes and songs. This helps to increase the number of words they know – their vocabulary – and helps them talk confidently about books. This phase usually starts pre-school.

Phase 1 There are 7 aspects with 3 strands. A1 – Environmental A2 – Instrumental sounds A3 – Body Percussion A4 – Rhythm and rhyme A5 – Alliteration A6 – Voice sounds A7 – Oral blending and segmenting.

Phase 1 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 In this phase children will continue practising what they have learned from phase 1, including ‘sound-talk’. They will also be taught the phonemes (sounds) for a number of letters (graphemes), which phoneme is represented by which grapheme and that a phoneme can be represented by more than one letter, for example, /ll/ as in b-e-ll. They may be using pictures or hand movements to help them remember these. VC and CVC words

Terminology Phoneme Graphemes Segmenting and blending Digraph Trigraph   Graphemes Segmenting and blending Digraph Trigraph Split digraph

Phase 2 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

Phase 3 The purpose of this phase is to: teach more graphemes, most of which are made of two letters, for example, ‘oa’ as in boat practise blending and segmenting a wider set of CVC words, for example, fizz, chip, sheep, light learn all letter names and begin to form them correctly read more tricky words and begin to spell some of them read and write words in phrases and sentences.  

Phase 3 CVC words containing graphemes made of two or more letters Here are some examples of words your children will be reading: tail, week, right, soap, food, park, burn, cord, town, soil Their confidence from the daily experience of practising and applying their phonic knowledge to reading and writing is really paying off! Tricky words The number of tricky words is growing. These are so important for reading and spelling: he, she, we, me, be, was, my, you, her, they, all.

Phase 3 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

Phase 4 This phase consolidates all the children have learnt in the previous phases.

Phase 4 Children continue to practise previously learned graphemes and phonemes and learn how to read and write: CVCC words: tent, damp, toast, chimp For example, in the word ‘toast’, t = consonant, oa = vowel, s = consonant, t = consonant. and CCVC words: swim, plum, sport, cream, spoon For example, in the word ‘cream’, c = consonant, r = consonant, ea = vowel, m = consonant. They will be learning more tricky words and continuing to read and write sentences together. Tricky words said, so, do, have, like, some, come, were, there, little, one, when, out, what

Phase 5 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

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

Oral blending Hearing a series of spoken sounds and merging (blending) them together to make a spoken word, (no text is used) Eg the teacher says b-u-s The children say bus.

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

Segmenting Breaking down words for spelling. cat c a t

Segmenting Queen qu ee n

Blending Qu ee n queen

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

Pace and progression Age expectations: By the end of reception children to have been taught and know at least one way of representing each phoneme. By the end of year 1 children to have been taught and know alternative graphemes for each grapheme and different pronunciations of the same grapheme and use these to read and spell. By year 2 children are applying their phonic knowledge and recognising irregularities to spell more complex words and notice spelling patterns. No expectations to be writing graphemees at phase 2 – summer born / physical development – resourcing implications orally and use of magnetic letters and magnetic boards. Practical not about writing. More expectation at phase 3 to start forming some letters.

Year 1 Phonics Test

Thank You for coming today. Questions….....