1. Aims of session: - To support parents in understanding how we teach phonics to children and how this impacts on the development of reading and writing. - To inform parents about how we teach reading and how they can support their child. St Mary’s Catholic Primary School Phonics & reading workshop for parents

2. Phonics Our language system consists of 26 letters of the alphabet which are used to form the 44 phonemes. Our language system consists of 26 letters of the alphabet which are used to form the 44 phonemes. These phonemes can be written in over 120 combinations – for example, i-e side, ie pie, igh high, y fly. These phonemes can be written in over 120 combinations – for example, i-e side, ie pie, igh high, y fly. We use the Letters and Sounds programme to teach all the combinations by the time children leave Year 2. We use the Letters and Sounds programme to teach all the combinations by the time children leave Year 2.

3. Same sound, different letters MayMakePain

4. Same letters, different sounds Mean, bread Read, read Bow, bow Wind, wind

5. Phonics for reading Sounds (phonemes) and their letter (grapheme) are pronounced in isolation and blended together. For example c-a-t, g-ar-d-e-n,

6. Phonics for writing Words are segmented into sounds orally, and a letter (grapheme) written to represent each sound (phoneme).

7. Phonics for writing

8. Terminology Children are taught from the beginning to use phonic terminology that may be unfamiliar to us. A phoneme is the smallest unit of sound in a word. A grapheme is the letter, or letters, representing a phoneme. t ai igh t ai igh

9. Digraphs, Trigraphs and Split Digraphs Some phonemes have more than one letter. -Digraphs have two letters (sh, ck, th, ll) - A vowel digraph contains at least one vowel ai, ee, ar, oy vowel ai, ee, ar, oy -Trigraphs have three letters making one sound igh, air, dge sound igh, air, dge -A split digraph has two letters making the -A split digraph has two letters making the sound, but they are not adjacent, cake, (a- sound, but they are not adjacent, cake, (a- e), mine (i-e), pole (o-e). e), mine (i-e), pole (o-e).

10. Enunciation It is important that phonemes are articulated clearly. It is important that phonemes are articulated clearly.

11. Blending Blending is recognising the letter sounds in a written word, for example c-u-p, and merging them to pronounce the word ‘cup’. We often use sound buttons to teach reading & spelling, a dot stands for a single letter phoneme, a line for a double or treble letter phoneme( digraph, trigraph) e.g. Blending is recognising the letter sounds in a written word, for example c-u-p, and merging them to pronounce the word ‘cup’. We often use sound buttons to teach reading & spelling, a dot stands for a single letter phoneme, a line for a double or treble letter phoneme( digraph, trigraph) e.g. Sh-ar-k c-u-p Sh-ar-k c-u-p _ _.... _ _....

12. Can you say these & put on sound buttons? shop sh-o-p shop _.. _..greet g-r-ee-t greet.. _... _.night n-igh-t night. __.. __.playground p-l-ay-g-r-ou-n-d playground..__..__....__..__..

13. Segmenting Segmenting is identifying the individual sounds in a spoken word (‘him’ h-i-m) and writing down letters for each sound to form the word. Using ‘phoneme fingers’ or frames can help spelling as well as putting sound buttons on when learning spellings. Segmenting is identifying the individual sounds in a spoken word (‘him’ h-i-m) and writing down letters for each sound to form the word. Using ‘phoneme fingers’ or frames can help spelling as well as putting sound buttons on when learning spellings. Spark Spark Segment these words with phoneme fingers! Segment these words with phoneme fingers! chop chop sheep sheep teacher teacher

14. Now it’s your turn… … Count the phonemes in the words, and place them in the appropriate place on the grid. … Count the phonemes in the words, and place them in the appropriate place on the grid.

16. How we teach phonics at St Mary’s Catholic Primary All children experience a daily lesson following the Letters and Sounds programme. This means that from very early in the Reception year, they begin to learn to read and write. All children experience a daily lesson following the Letters and Sounds programme. This means that from very early in the Reception year, they begin to learn to read and write. Teachers provide opportunities for them to practise and apply what they learn in other lessons. Teachers provide opportunities for them to practise and apply what they learn in other lessons.

17. How we teach phonics at St Mary’s Catholic Primary Phonics is split into different phases. In Reception class phases 1-4 are taught In Year 1 Phase 4 is recapped & Phase 5 is taught throughout the year In Year 2 Phase 6 is taught throughout the year. In Years 1 & 2 phonics lessons take place at the same time every day & children are taught according to what phase they are at.

18. Y1 phonics screening check A check performed in the summer of Y1 to check that children have reached an ‘age appropriate’ level of decoding. A check performed in the summer of Y1 to check that children have reached an ‘age appropriate’ level of decoding. Children read 40 words- some real and some ‘pseudo’ or non words to really check they can use their skills. Children read 40 words- some real and some ‘pseudo’ or non words to really check they can use their skills. Pseudo words are presented with alien pictures so children will know they are not real words. Pseudo words are presented with alien pictures so children will know they are not real words.

19. pib

20. queep

21. groiks

22. shrubs turnip shrubs turnip portrait flute portrait flute

23. 2 Parts to the test, Pass mark for previous years was 32/40 2 Parts to the test, Pass mark for previous years was 32/40 Extra support and provision for children that don’t meet age appropriate expectations. Extra support and provision for children that don’t meet age appropriate expectations. Great website to help: www.phonicsplay.co.uk Great website to help: www.phonicsplay.co.uk www.phonicsplay.co.uk

24. How you can help your child Practise the sounds that are sent home in reception class remembering the correct pronunciation. Practise the sounds that are sent home in reception class remembering the correct pronunciation. Read home readers & encourage sounding out and blending. Read home readers & encourage sounding out and blending. Learn weekly spellings in Year 1 & 2 by segmenting Learn weekly spellings in Year 1 & 2 by segmenting Book sharing and playing games. Book sharing and playing games. Rhymes, chants and songs. Rhymes, chants and songs. Plenty of opportunities to talk and listen to develop language structures and vocabulary. Plenty of opportunities to talk and listen to develop language structures and vocabulary. Provide opportunities to mark-make. Provide opportunities to mark-make.

25. Reading at St Mary’s Types of reading: Shared reading. Independent reading. Home reading. Guided Reading.

26. Early Reading & how to help

27. Early Reading & how to help – textless books Don’t forget to look at the title! Look at reasons for things in the picture; ask questions ‘Why?’ ‘How?’ ‘What might they say? Predict what might be about to happen.

28. Early Reading & how to help – books with words. Talk through the pictures before you start – ‘walk through’ the story. Notice any known words, e.g. character names, high frequency words. Use letters known – the first letter of their name or ‘m for Mummy’ etc. Pointing to words helps – say correct number of words for text.

29. Added extras are: Keyring words Phonics books Matching games

30. Most of all, remember… Short is most definitely sweet! Keep it fun. Make a game of it – children love it if they teach you. Reward your child for effort as well as success. Don’t make it a competition.

31. Guided Reading at St Mary’s We teach reading skills and comprehension through Guided Reading sessions. Our Guided Reading sessions are: A focussed session where children are taught in small groups. Timetabled, planned and assessed. Cover a range of texts. Follow 5 part lesson.

32. The 5 part lesson 1. Book introduction or hook. 2. Strategy check. 3. Independent reading. 4. Return & respond to the text. 5. Plenary.

33. What we assess. Decoding skills, fluency, expression Ability to understand & find answers from texts Deeper comprehension ( inference) Understanding features of texts Commenting on language Giving an opinion Relating text to others

34. Thank you for your time