1. Welcome to
Hermitage Primary School Phonics Workshop for parents Monday 17th October 2016

2. Introduction Teachers in Reception and Key Stage 1
Rabbit Class- Mrs Hayden and Mrs Bevan
Hedgehog Class- Mrs Bartlett and Mrs James
Fox Class- Mrs Cowan and Mrs Lynch
Teaching assistants in Reception and Key Stage 1
Rabbit Class- Mrs Wood, Mrs Fish and Mrs Wells
Hedgehog Class- Mrs Mitchell and Mrs Carroll
Fox Class- Mrs Fifield and Mrs Bailey

6. Phonics structure
Most children are between Phase 2 and 5, however a few children will be working on Phase 1.
When children have achieved Phase 5 they move onto a different spelling programme.
In Year 2 pupils should be working on the 2014 Year 2 Spelling Curriculum in preparation for SATs.

9. At Hermitage Primary School we use the Letters and Sounds phonics scheme.
Jolly phonics is used to supplement letters and sounds because of its multisensory approach. Each phoneme/ sound has an action and picture. Therefore children are hearing it, seeing it and doing it.

16. Phase 5
In Phase Five, children will learn more graphemes and phonemes. For example, they already know ai as in rain, but now they will be introduced to ay as in day and a-e as in make.
Alternative pronunciations for graphemes will also be introduced, e.g. ea in tea, head and break.

17. The Year 2 learning objectives
Spell with increasing accuracy and confidence, and spelling patterns, including common suffixes (-d, -ed, -ied, -s) and use of double letters (hop- hopped).
Spell compound words e.g hair-brush, foot-ball.
Read and spell less common alternative sounds.

18. Word Reading
Pupils in Rabbit class are taught to read High Frequency Words as part of their daily phonics.
Pupils in Key Stage 1 are tested on a weekly basis, reading a list of High Frequency words.
Pupils then progress to read, spell and write High Frequency and Common Exception Words for both Year 1 and Year 2.

19. SPaG
In Key Stage One as part of the literacy curriculum pupils will dedicated lesson time on SPaG (spelling, punctuation and grammar).
For example in guided reading; groups read with an adult, complete comprehension worksheets and complete a variety of activities related to the weekly grammar focus.

20. Structure of a phonics lesson Revisit and review Teach Practise Apply

21. Making phonics fun! Using games on the Interactive Whiteboard Games
Songs and actions
Objects
Puppets
DVD clips
Flashcards
Visual aids

22. Phonics Groups
All children are regularly assessed. The children are placed in groups according to the letters and sounds phase/stage they are currently working within.
When assessing we check:
The children’s knowledge of sounds
If they can segment words
If they can blend sounds together
If they can read non-words e.g. zoot

23. Spellings
On Friday a Look, Say, Cover, Write, Check sheet will be sent home. Children need to complete this process at home at least 5 times a week. They will be rewarded with stars.
The words will contain the sounds that the children will be learning during the following week’s phonic lessons and some high frequency/ tricky words. (Children working at Phase 2 will receive sounds, rather than words to begin with).

24. Spelling tests The children will have between 5 and 10 words to learn.
The children will be tested on their spellings every Friday.
Staff will write the spelling score in the corner of the Look, Say, Cover, Write, Check sheet.

25. Saying each sound correctly
It is vital that we model how to pronounce each sound correctly.

26. How do we teach reading and encourage a love of books?
Literacy lessons
Guided reading
Phonics
Independent learning
Story time and library
Book Fayre
World Book Day

27. Helping your child to read
Encourage your child to:
Use their phonics to sound out words, then blend the sounds together
Use the pictures to give them clues
Split the word into chunks
Read the rest of the sentence and then see if they can work out what the word is (context).
Children need to have a range of strategies to help them read unfamiliar words.

28. Reading Scheme
Different coloured book bands
Each reading level matches a colour
Rabbit class children will begin this after half-term
Book changing will be twice a week, Monday and Thursday for Key Stage One.

29. How you can help and support your child at home…

30. Children need to share and read their book several times before they change it.
First they need to look at all the pictures and talk about the book.
Then sound out and read the words.
Read the book again because they will gain confidence, fluency and understanding, as they will be able to read it more easily the second time.
Answer questions about the story or discuss what has happened. Did they enjoy the book?

31. Expectations by end of Reception.
The expectations set by the DfE are that by the end of Foundation Stage, children will be able to:
Read a simple sentence by themselves
Write independently a sentence that can be read by someone else.
The more children practise using and applying their phonetic knowledge to read and write, the easier it gets and some of this practice can take place at home through simple games.

32. The Year One Phonics Screening
Towards the end of Year One, all Year One children will be expected to undertake a phonics screening.
The aim is to check that each child is making
progress in phonics. (More details to follow later in the year for Hedgehog Class).

33. Any questions?