1. Phonics and Reading Workshop Ightham Primary School
Acorn Class – Miss Cook
Ightham Primary School
November 2016

2. What is a phoneme? It’s a unit of sound. How many sounds in cat? c a t
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3. How do we teach it?
Learning through actions, pictures, stories and sounds.
We concentrate on teaching the sounds – letter names are taught alongside the sound.

4. 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.

5. 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

6. 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
Taught from next week.

7. Phase 4
This phase consolidates all the children have learnt in the previous phases.
This phase will be covered near the end of the academic year.

8. 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
This is predominantly taught within year 1

9. Phase 6 The focus is on learning spelling rules for suffixes.
-s -es -ing ed
-er -est -y en
-ful -ly -ment -ness
This is taught predominantly within year 2 and will continue throughout key stage 2 through SPaG.

10. Making words sat pin nip sit pit pat pip sip
Once children know these sounds we can start making words.
sat
pin
nip
sit
pit
pat
pip
sip

11. Where it gets a bit tricky…
There are 42 phonemes to teach in total.
Some of these phonemes are made up of more than one letter including…
ai as in rain
oa as in boat
sh as in shop
ff as in puff
Theses are called digraphs – the children are taught this word to help with sound recognition.

12. Using these sounds Children are taught to ‘sound talk like a robot…’
Robot arms – movement for each sound
Segment the word
Clap to blend the word – push words together to hear the word
Have a go yourself…
f a n

13. This supports sound recognition.
Sound Buttons
Children are taught to draw sound buttons under sounds during this early stage.
dog
Puff
This supports sound recognition. … . . __

14. Tricky Words
Researcher shows that learning just 13 of the most frequently used words will enable children to read 25% of any text.
Learning 100 high frequency words gives a beginner reader access to 50% of virtually any text, whether a children's book or a newspaper report.
When you couple sight recognition of common and tricky words with knowledge of phonics, that's when a child's reading can really take off…

15. Phase 2
Tricky words – words that cannot be sounded out and must be learned through recognition
the to I no go
into
Train your brain strategy!
Identify the sounds – draw sound buttons
Identify the tricky part – the part of the word that doesn’t sound like it should!
Blend these sounds together.
Move onto sight recognition once familiar with word.

16. Phase 2 Decodeable Words
High frequency words that can be sounded out that are taught to be recognised by sight
Example… a
and if is
mum
dad
can

17. Support with Early Reading

18. EYFS Curriculum
We are working towards the Early learning goal for end of reception and into Year 1… “Children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read.”

19. Tips for Reading
Reading daily – remember a good 10 minutes is much better than a difficult half hour!
Choose a time when you can be relaxed and give your undivided attention – away from the television
Praise what your child can do – build confidence at every opportunity
Make it enjoyable for both of you – enjoy the book, it’s not just about getting the words right
Remember – there are many sources of reading other than books brought home from school – all printed words are for reading
Re-reading is really important! Even if your child seems to have memorised the book word for word, continue to encourage sounding out and blending to read the words, as this is a skill we are developing within your child ready for year 1.

20. Discussion is Key
Spend time talking and looking trough the book before you start to share it together.
Talk about how the cover will tell you the title; the pictures are clues of the story sequence.
Discuss characters e.g. how do they feel, what kind of person are they? How do they know this?
Predict what will happen next – why do they think this?
Being able to express preferences - favourite part of a story, which characters they liked or disliked, why they found a story funny or exciting or boring and why.
Encourage your child to concentrate on the meaning of what she/he is reading and to make a sensible guess at an unknown word

21. “Use Your Phonics”
Once they can recognise letter sounds they can begin to blend sounds together. It takes lots of practice and demonstration from adults.
Initially only ask your child to sound out CVC words
Remind your child how Tricky words cannot be sounded out easily and need to be remembered.
If your child is unsure of how to read a word, encourage them to ‘use their phonics’ – emphasise recognising letters and their sounds, sound talking the word and blending these, recognising digraphs.

22. On occasions select a sentence from their book copy it out and cut it up. Then ask your child to rearrange the sentence.
On another occasion ask them to count the tricky words on the page.
The children will begin to develop confidence predict words and begin to self correct (I is, I am) showing an awareness of the grammar of a sentence.

23. Questioning
The adult should pose exploratory questions to help the children develop sound comprehension of the text. For example…
What do you think is happening here?
What part of the story do you like the best?
Reasoning…
What makes you think that? 
How do you feel about that?
Can you explain why?
After reading it is vital children have time to respond to the text.
What part of the story did you like the best?
Who was your favourite character?
Why do you think this?

24. Remember…
Children develop at different rates. They may appear to make no progress for some time, then things will suddenly begin to click, and they can make rapid progress. After a while this progress is likely to plateau out as children consolidate their learning.
Daily reading
Encouragement
Praise
Model reading

25. Helpful Websites
Phonicsplay -
Ictgames.com/literacy
Twinkl parents section -
Bbc.co.uk/schools/bitesize/ks1/literacy
Bbc.co.uk/schools/wordsandpictures
Kidzone.ws/phonics
Primaryresources.co.uk/English
Bugclub.co.uk
Starfall.com
Familylearning.org.uk/phonics_games
Letters and sounds -
If you need any more ideas for support or guidance please come and ask me 

26. Thank you! 
Thank you for showing your enthusiasm for your child’s learning by coming to this workshop
We want to work together to provide the best learning for your child
Questions?