1. Parents Phonics Workshop
Tuesday 3rd October 2017

2. Phonics parent Workshop
Welcome! We are going to be looking at: *What is phonics? *The Phases taught in EYFS and KS1 *Teaching tricky words *Activities and ideas of how to practise at home *Websites that are useful

3. At Westwoodside Church of England Academy School, we follow the Letters and Sounds programme.
Letters and Sounds is a phonics resource published by the Department for Education and Skills which consists of six phases.

4. Terminology Phoneme- the smallest unit of sound in speech
Graphemes- a letter/ number of letters that represent a sound
Segmenting- breaking words down into individual sounds or syllables
Blending- (opposite) combining the sounds to make a word
Digraph- two letters that represent one sound (‘er’)
Trigraph- three letters that represent one sound (‘igh’)
Split digraph- when a digraph is splint by a consonant (‘wrote’)
Abbreviations- e.g. CVC word- consonant, vowel consonant ‘c’ ‘a’ ‘t’

5. Segmenting
Breaking down words for spelling.
cat
c a t

6. Segmenting
Queen qu ee n

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

8. Blending
Qu ee n queen

9. So what should be taught?
Beginner readers should be taught four things:
grapheme-phoneme correspondence (that is the sounds the letters make)
to blend phonemes (sounds) in order, all through a word, to read it
to segment words into their phonemes for spelling
that blending and segmenting are reversible processes
Ensuring children’s knowledge of a range of high frequency and other words (tricky words) that do not conform with phonic rules
Explain blending and segmenting and their reversibiiity i.e. if you can blend the sounds together to read a word, you should be able to identify and break down (segment) the individual sounds in a word you hear, to spell it. T spell the word, you need to represent each sound you hear by a letter – or more than one letter
Clear differentiation between the two dimensions allows teachers to:
recognise that children will show variable performance or progress in each dimension
separately assess children’s performance and progress in each dimension
plan different types of teaching to develop each dimension
SO THAT-
They focus clearly on developing word recognition skills through:
- phoneme awareness and phonics teaching
- repetition and teaching of ‘tricky’ words
They focus clearly on developing language comprehension through:
- talking with children
- reading to children
- teaching comprehension strategies
High frequency words to be taugt with the same rigor.
When do children need to segment and when do they need to blend – discuss
Segmenting for spelling
Blend for reading 9

10. 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 10

11. Phase 1- Nursery (F1) tuning into sounds
listening and remembering sounds
talking about sounds- developing vocabulary and language comprehension

12. Phase 1 Phonics Activities
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

13. Phase 2 letter sounds
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

14. See Back of Phonics book

15. Phase 2 Words VC words- e.g. it, is, an, on,
CVC words- e.g. pin, sat, dog
Tricky words- e.g. the, to, no, go, I

16. See Back of Phonics book

17. Phase 3 Letter Sounds 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

18. Letters and Sounds / Word Mats
Will be added to Phonics books when they are introduced.

19. Phase 4
Practise reading and spelling CVCC words (‘such,’ ‘belt,’ ‘milk’ etc)
Practise reading and spelling high frequency words
Practise reading and writing sentences
Learn more tricky words, including ‘have,’ ‘like,’ ‘some,’ ‘little’

20. Phase 5- Taught in Year 1
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

21. Year 1 Phonics Test

22. Phase 6- taught in year 2
The focus is on learning spelling rules for suffixes.
-s -es -ing ed
-er -est -y en
-ful -ly -ment -ness

23. 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.

24. Resources

25. Online Resources Mr Thorne Does Phonics
sounds/
Jolly Phonics Letters and Sounds (Actions)
phonics-actions/
Teach handwriting- Continuous cursive script
cursive-letters-beginners.html

26. Other Resources Books- home, library, school
Environmental print- magazines, signs, recipes,
Red Phonics books- weekly home activities
At back of red book:
Letters and Sounds mat
Word mat
Handwriting mat
Whiteboards and pens