Presentation on theme: "Phonics in EYFS and KS1 Welcome! Session: *What is phonics? *The Phases taught in EYFS and KS1 *Teaching tricky words *Activities and ideas of how to practise."— Presentation transcript:
1 Phonics in EYFS and KS1Welcome! Session: *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
2 Cracking the Code 26 letters of the alphabet 44 sounds in the English Language (Jolly Phonic Letter Sound British English)144 different ways we put letters together to represent the soundsRegular words / 20% irregular
3 So what should be taught? Beginner readers should be taught four things:grapheme-phoneme correspondence (that is, the alphabetic code) in a clearly defined, incremental sequenceto synthesise (blend) phonemes (sounds) in order, all through a word, to read itto segment words into their constituent phonemes for spellingthat blending and segmenting are reversible processesEnsuring children’s knowledge of a range of high frequency and other words, such as most names that do not conform with phonic rulesExplain 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 letterClear differentiation between the two dimensions allows teachers to:recognise that children will show variable performance or progress in each dimensionseparately assess children’s performance and progress in each dimensionplan different types of teaching to develop each dimensionSO THAT-They focus clearly on developing word recognition skills through:- phoneme awareness and phonics teaching- repetition and teaching of ‘tricky’ wordsThey focus clearly on developing language comprehension through:- talking with children- reading to children- teaching comprehension strategiesHigh frequency words to be taugt with the same rigor.When do children need to segment and when do they need to blend – discussSegmenting for spellingBlend for reading3
4 The Simple View of Reading word recognitionlanguage comprehensiongodpoorgoodGood language comprehension, poor word recognitionGood word recognition, good language comprehensionPoor word recognition, poor language comprehensionGood word recognition, poor language comprehensionThe 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 dimensionsTwo dimensions of reading four possible outcomes.ACTIVITY:Plot children into 4 quadrants – one per quadrant4
5 Phase 1 tuning into sounds (auditory discrimination) listening and remembering sounds(auditory memory and sequencing)talking about sounds(developing vocabulary and language comprehension)
6 Aspect 1: Environmental sounds Stories – Walk around local areaAspect 2: Instrumental soundsBag of instruments – Add sound effectsAspect 3: Body percussionAction songs and rhymesAspect 4: Rhythm and rhymeRhyming stories – What rhymes with…?Aspect 5: AlliterationHaving fun with names – Story charactersAspect 6: Voice soundsAdding different voices to storiesAspect 7: Oral blending and segmentingRobot speech c-a-t and Put it together
7 Phase 2 introduces 19 grapheme-phoneme correspondences decoding and encoding taught as reversible processesas soon as children have a small number of grapheme/ phoneme correspondences, blending and segmenting can start‘tricky words’: the, to, no, go, I
8 Phase 3 teaches 25 graphemes children will be able to represent about 42 phonemes by a graphemecontinue to practice CVC blending and segmentationapplication of their knowledge of blending and segmenting to readinglearn to read some more tricky wordslearn to spell some of these wordslearn letter names
9 Phase 4 To consolidate all the learning in phases 2 and 3 No new GPCs (grapheme-phoneme correspondence) to learnDevelops children's skills knowledge and skills of blending and segmenting words with adjacent consonants, e.g. stairs, tent, brainRead and spell multi syllabic words e.g. lunchbox, desktopTricky wordsACTIVITY-Going from the known to the unknown here show way of moving from CVC to CCVC and CVCC
10 Phase 5 Purpose of this phase: Learn new representations of vowel digraphs learn in phase 3: ee – ea, e-e, ie, ey, yAlternative pronunciations for the graphemes children already know: ow – blow, cowDevelop ability to choose the appropriate graphemes to represent phonemes when reading and writing.Tricky wordsWORD SORTS ACTIVITY
11 The 4 part lesson Revisit and review Teach Read / blend Spell / segmentThis works for phases 2,3 and 4 and sometimes in phase 5 e.g. see Snail and the whale planningFlexible modelKeep in phonics box – new skill, practice and applyApplication beyond the lesson essentialACTIVITY – other opportunities during the day
12 Word structure VC phase 2 on eat off CVC phase 2 & 3 dog boat chick CCVC phase 4 &5triptrainbroughtCVCC phase 4 &5tentpaintyardsSlide in work book – this is word structure – we are considering phonemes NOT letters. Terminology specific to phonicsUsing phoneme fingers – demonstrate and get delegates to join in.12
13 Sound buttons - blending itamgotkickmesslaptoprainnowshedcookturnipjoinclearsharkpurelighteningpowdermarchSplit into 3 groups to do this activity
14 Using phoneme frames – segmenting for spelling 1234sheepcrabeatUse your white boards to draw a 4 phoneme frames to segment and spell these words:Now, road, meat, right, beard, shook, shorter, church, waiterUse fewer words14
15 Teaching tricky wordsWrite the word on paper, cut out each letter and put the word back together.Write the word three times. Trace over it in different colours.Look, say, cover, visualise, write, check.Play bingo with the words.Small word inside the wordWrite the word in a nonsense sentence.Find words with similar patterns. e.g. the, them, theyWrite the word, draw around the shape of the word and cut out.Can you add ing or s to any words.Put words into alphabetical order.See handout –Whole word recognition approach to avoid sounding out on high frequency wordsShare any other strategies you have used
16 Revisit and reviewPass the bag – balls/pebbles/cards with taught phonemesGrapheme diceObjects: say the phoneme - show it on a phoneme fan, find the letter, write it on the white boardBeach ball key word recognitionAlready had a look at some of thesePhase 3:Pass pass pass the bagPass it round and roundWhen it stops take a ballCan you say the sound?
17 New teaching Use real objects Use puppets Link to a title in a known textLink to a character’s name in a known textHigh quality poetry / rhyming textsLink to known songs and rhymesLink to words being used across the curriculumThe Fly Alternative representations igh phoneme spotterRead The Fly – activityRead together – thumb upIn pairs underline circle all the words with the ‘igh’ phoneme inHave learnt igh – what other ways can this sound be representedRecord with examplesHow could extend / other ideas?Starting with a poem – listIn pairs, choose a poem that supports learning at phase 4 and 5How could you use it for new teaching?
18 Read / blend Reading names Book titles / using favourite books Word match using cards and objectsSound buttonsCaptionsListsNotesLettersEnvelopeInstructionsTabards / full circlePaired reading of words / word sortsMrs MuddleMatching words and objectsCaption - ee
19 Spell / segment Phoneme fingers Letter tiles make words Magnetic letters make wordsGrapheme pebbles make wordsFull circleWhiteboards – write words, phrase, sentence (link to puppet, story title etc. where possible)LabelsSignsSentences / silly sentencesPlay full circlePhase 4 full circle-full circle in letters and sounds for phase 2 and 3 and handout for phases 4 and 5
20 Pace and progression Age expectations: By the end of reception children to have been taught and know at least one way of representing each phoneme.By the end of year 1 children to have been taught and know alternative graphemes for each grapheme and different pronunciations of the same grapheme and use these to read and spell.By year 2 children are applying their phonic knowledge and recognising irregularities to spell more complex words and notice spelling patterns.No expectations to be writing graphemees at phase 2 – summer born / physical development – resourcing implications orally and use of magnetic letters and magnetic boards. Practical not about writing.More expectation at phase 3 to start forming some letters.