2. EY Phonics Workshop Miss Taylor, Teacher and EY Coordinator Tuesday 20 th February 2012

3. Most important thing – from a very early age… Talking and Listening Reading with and to your child Playing listening games Singing songs and rhymes Simple movement games Without background noise All these things will help to build up connections in the brain, an enjoyment of language and confidence to try things out.

4. Letters and Sounds Nursery: Phase 1. Reception: Review elements of Phase 1 for approximately four weeks (or until the children are settled). Following that, Reception’s phonics program is as follows: Phase 2 (6 weeks), Phase 3 (12 weeks), Phase 4 (4-6 weeks). Although Phase 5 does not begin until Y1, some children need a further challenge and teachers can extend their learning by introducing the reading and writing skills in this phase.

5. Phase 1 (Nursery, but continues alongside Phase 2 in Reception) There are 7 aspects in Phase 1: Aspect 1: General sound discrimination – environmental sounds Aspect 2: General sound discrimination – instrumental sounds Aspect 3: General sound discrimination – body percussion Aspect 4: Rhythm and rhyme Aspect 5: Alliteration Aspect 6: Voice sounds Aspect 7: Oral blending and segmenting Each aspect has 3 strands: Tuning into sounds (auditory discrimination) Listening and remembering sounds (auditory memory and sequencing) Talking about sounds (developing vocabulary and language comprehension)

6. Aspects of Phase 1: Aspect 1: General sound discrimination – Environmental sounds. Aspect 2: General sound discrimination – Instrumental sounds. Aspect 3: General sound discrimination – Body percussion.

7. Taken from TEs resources Taken from TES resources

8. Aspect 4: Rhythm and rhyme Rhyming books, “Silly Soup”, rhyming bingo, rhyming pairs, songs and rhymes, odd one out. Aspect 5: Alliteration I spy names, phonics songs, odd one out. Aspect 6: Voice sounds Mouth movements, sound lotto, animal sounds, singing songs. Aspect 7: Oral blending and segmenting Tapping sounds, “Cross the River”, I spy, Odd one out.

9. PHONEME The smallest unit of sound in a word. There are 44 phonemes that we teach. GRAPHEME Letters representing a phoneme e.g. c ai igh Children need to practise recognising the grapheme and saying the phoneme that it represents.

10. Articulation of phonemes.

11. The articulation of Phonemes This is very important as it aids children to blend. http://www.getreadingright.co.uk/phoneme/pronoun ce-the-phonemes

12. Phase 2 at a glance (6 weeks) GPCs (Grapheme Phoneme Correspondence) Set 1: s a t 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 · Blending, reading, segmenting and spelling CVC words; · Reading and writing captions; · Reading HF tricky words: the, to, go, no, I; · Spelling HF tricky words: to, the

13. BLENDING Recognising the letter sounds in a written word and merging or ‘blending’ them in the order in which they are written. For example: cup=c-u-p. SEGMENTING ‘Chopping Up’ the word to spell it out Use the letter guide to help your child sound out words.

14. Blend these words out loud with a partner and put a tick beside the real words. cat gris sheep han Nonsense games like this help to build up skills – and are fun!

15. Phase 3 at a glance (12 weeks) Learning GPCs: Set 6: j v w x Set 7: y z,zz qu ch sh th ng · Blending and reading VC, CV and CVC words · Segmenting and spelling VC, CV and CVC words · Reading and spelling 2 syllable words · Reading and writing captions and sentences · Reading HF tricky words: he, she, we, me, be, was, my, you, they, her, all, are · Spelling HF tricky words: the, to, go, no, I

16. Digraphs and Trigraphs DIGRAPHS – 2 letters that make 1 sound ch sh oa ai TRIGRAPHS – 3 letters that make 1 sound igh air

17. Segmenting Activity shelf dress sprint string

18. Did you get it right? shelf = sh – e – l – f = 4 phonemes dress = d - r - e – ss = 4 phonemes sprint = s – p – r – i – n – t = 6 phonemes string = s – t – r – i – ng = 5 phonemes

19. Phase 4 at a glance (4-6 weeks) Blending and reading VCC, CCV, CCVC and CVCC words. Segmenting and spelling VCC, CCV, CCVC and CVCC words. Reading and writing sentences. Reading HF tricky words: said, so, have, like, some, come, were, there, little, one,do, when, out, what. Spelling HF tricky words: he, she, we, me, be, was, you, they, all, are, my, her. (Phases at a glance taken from lesleyclarkesyntheticphonics.co.uk)

20. TRICKY WORDS Words that are not phonetically decodeable e.g. was, the, I Some are ‘tricky’ to start with but will become decodeable once we have learned the harder phonemes later on e.g. out, there,

21. Now you have the knowledge…. Play lots of sound and listening games with your child. Read as much as possible to and with your child. Encourage and praise – get them to have a ‘good guess’. Ask your child’s teacher if you want to know more. Make it fun!

22. Useful websites www.youtube.comwww.youtube.com I use KidsTV123’s Phonics Song in particular. http://www.phonicsplay.co.uk/ http://www.letters-and-sounds.com/ http://ictgames.com/literacy.html http://www.sesamestreet.org/ http://havefunteaching.com/videos/phonics-videos/