Systematic Synthetic phonics. learning to read.reading to learn

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1 Systematic Synthetic phonics learning to read.reading to learn

2 Just take a few moments to read this. humpty dumpty sat o the a humpty dumpty ra to the ha

3 What s the problem? humpty dumpty sat o the a humpty dumpty ra to the ha

4 Children need to be taught phonics to access the English alphabet code. This gives them the skills to become confident readers and writers. Systematic, synthetic phonics

5 learning to read.reading to learn

6 The evidence is clear that the teaching of systematic synthetic phonics is the most effective way of teaching young children to read, particularly for those at risk of having problems with reading. Unless children have learned to read, the rest of the curriculum is a secret garden to which they will never enjoy access. The Importance of Teaching : The Schools White Paper 2010 Phonics is one of the most robust and recognised ways of helping children to learn to read and write. Dame Claire Tickell 2011 There is compelling and comprehensive international evidence that systematic synthetic phonics is the best method for teaching reading. Department for Education spokesman 2011

7 learning to read.reading to learn

8 Letters and Sounds Overview Phas e 2 Phase 3 Phase 4 Phase 5 Phase6/SFS

9 Phonics Teaches children the alphabetic code to be able to read and write words The English language is extremely complex (opaque) so we have to teach it in a careful way that builds on what your child knows so they develop confidence

10 The alphabetic code How many letters in the alphabet? 26 How many speech sounds (phonemes) make up the English language? 44

11

12 No schwaing in phonics mmmmmmm not muh ssssssssssssss not suh nnnnnnnnnn not nuh

13 Insert video clip Mr Thorne the phonemes of the alphabetic code

14 Firm Foundations in Phonics - Phase 1 EYFS Nursery months months Phase 1b months months Phase 1 a months months Aspect 1 Environmental Sounds Aspect 2 Instrumental Sounds Aspect 3 Body Percussion Aspect 4 Rhythm and Rhyme Aspect 4 Rhythm and Rhyme Aspect 5 Alliteration Aspect 6 Voice Sounds Aspect 7 Oral Blending and Segmenting General Sound Discrimination Phonological Awareness Phonological Awareness Phonological Awareness Phonological Awareness Phonological Awareness

15 Before children start phonics to be able to listen to sounds around them (the environment, musical instruments, body sounds clapping etc) copy and repeat a rhythm Hear and identify words that rhyme (cat, mat, sat) hear sounds at the beginning of words orally blend and segment words in to their individual sounds

16 Oral Blending and segmenting Just objects and pictures No letters I spy.

17 Securing the Basics Phase 2 6 weeks 19 sounds EYFS Reception months Week Sounds Tricky Words wk 1 wk 2 s a t p i m n d wk 3 g o c k I wk 4 ck e u r to, the wk 5 h b f ff no wk 6 l ll ss go

18 Securing the Basics Phase 3 7 to 12 weeks 25 sounds EYFS Reception months Week Sounds tricky words wk 1 j v w x no, go, I, the, to wk 2 qu z zz y he, she, wk 3 ch sh th ng we, me,be wk 4 ai ee igh oa was wk 5 oo ar or air my wk 6 ur ow oi ear you wk 7 ure er they, her

19 Mr Thorne phonics video clip

20 Blending Your child learns to recognise 1 of the letters/ spellings of the 44 sounds (phonemes) and say them and then put them together in words to help them read. c a t

21 Blending Your child learns to recognise 1 of the letters/ spellings of the 44 sounds (phonemes) and say them and then put them together in words to help them read. l igh t

22 Blending Your child learns to recognise 1 of the spellings of the 44 sounds (phonemes) and say them and then put them together in words to help them read. c oa t

23 Blending Your child learns to recognise 1 of the letters/ spellings of the 44 sounds (phonemes) and say them and then put them together in words to help them read. r ai n

24 Segmenting Your child learns to recognise the 44 sounds (phonemes) say them and write them. They break up words into their individual sounds to help them write. Your child wants to write the word rain. They say the whole word aloud rain and then break up the word (segment) into the individual sounds within the word r ai n and they write it. r ai n

25 f ar m ar m c ar p ar k c ar d j ar

26 f c k p m j ar

27 f c k p m j d ar

28 f c k p m j ar

29 f c k p m j ar

30 f c k p m j ar

31 Non Words (pseudo) f c k p m j ar

32 Non Words (pseudo) f c k p m j ar Say what you hear.

33 Phase 2 and 3 In Phase 2 and 3, we only teach children to read and write words using 3 sounds to build their confidence. 3 sound buttons 3 boxes in the phoneme (sound) frame

34 Securing the Basics Phase 4 4 to 6 weeks no new sounds adjacent consonants EYFS months + Year 1 Week adjacent consonants Tricky words Wk 1 CVCC (tent) said, so, he, she, we, me, be Wk 2 CCVC (flag) have, like, some, come, was, you Wk 3 CCVCC (stomp) were, there, little, one, they, all, are Wk 4 CCCVCC (sprint) do, when, out, what, my. her

35 Phase 4 4 or more sound buttons stop 4 or more boxes in the phoneme (sound) frame t e n t

36 The alphabetic code Not only are there 26 letters and 44 sounds 1 sound can be represented by 1 or more letters AND.

37 The Higher Levels of Phonics Phase 5c An introduction to Multiple Spellings EYFS months + /Year 1 Week Multiple Spellings new spellings for known sounds (spelling choices) Week 1 ai and ay ee and ea igh and ie oa and oe Week 2 ie, igh and i_e oa, oe and o_e ai, ay and a_e ee, ea and e_e Week 3 oo, ue, and ew oi and oy ur and ir ow and ou Week 4 ue and u_e zh or, aw and au w and wh, f and ph Week 5 ee, ea and ey or and au Week 6 Tricky Words assessment for learning to inform oh, their, people, said, looked, asked, Mr, Mrs

38 ai ay rain nail train brain mail pray spray clay pray tray hay

39 The alphabetic code Not only are there 26 letters and 44 sounds 1 sound can be represented by 1 or more letters AND. 1 sound can have lots of different spellings AND

40 The Higher Levels of Phonics Phase 5b An introduction to Alternative Pronunciations EYFS months +/ Year 1 Week Alternative Pronunciations different sounds same spellings can make (switch it) Week 1 hot and cold stick and find cow and blow cat and cent Week 2 goat and giant pie and thief eat and bread hat and what Week 3 chin, school chin, school and farmer and her yes and by chef Week 4 out and shoulder out, shoulder, could out, shoulder, could, you Week 5 Week 6 Tricky Words assessment for learning to inform assessment for learning to inform water, where, who, work, please, once, thought, through, laughed, again, mouse, because, many, different, any, eyes, friends

41 Look at this letter How do we usually say it? o Soundtalk these words hot cold. What is the problem?

42 h o t

43 c o l d

44 Which column should these words go in? hot cold spot block gold drop both don t

45 The alphabetic code Not only are there 26 letters and 44 sounds 1 sound can be represented by 1 or more letters AND. 1 sound can have lots of different spellings AND 1 spelling can be pronounced in different ways

46 Week The Higher Levels of Phonics Phase 5a Investigating Investigate further/ rarer/ multiple spellings Year 1 Investigate further/ rarer multiple/ alternative spellings Best bet Weeks 8-13 Weeks Weeks Weeks Tricky/High Frequency Words /ai/ /ee/ /igh/ /oa/ /oi/ /oo/ /or/ /ow/ /ur/ /air/ /e/ /o/ /ch/ /j/ /c/ /t/ /m/ /n/ /s/ /w//r/ /sh/ /ear//air//ure/ /er/ /zh/ /v/ Assessment for learning to inform 100 high frequency word list

47 Have a look at this..

48 ey ee e y ea ie donkey tree we tiny teach thief money asleep be lady beach chief key deep she silly sea relief teeth me very cream feet maybe lazy meat week he puppy neat queen happy treat need seen been leak dream speak

49 The alphabetic code 26 letters of the alphabet 44 sounds in the English language 1 sound can be represented by 1 or more letters 1 sound can have lots of different spellings 1 spelling can be pronounced in different ways

50 Agreed hard stuff..so what are we going to do about it? Our role, in partnership, is key!!

51 Your child s teacher will. Teach your child phonics daily from the simple to the complex Build your child s confidence in reading and writing Keep you informed of your child s progress Send home decodeable texts matched to your child s ability

52 Parents can support their child by. Knowing what phase their child is working at Helping children recognise the sounds Reading the decodeable texts sent home every day Visit the recommended websites and apps

53

54 Real words Non words (pseudo) Blending for reading Decoding skills only June Not assessing children s ability to understand and read for meaning

55 June /40 to reach the expected standard Children to re-take in Year 2 Parents informed

56 Websites

57 Apps

58 Apps

59 Twinkl NB: Phase 2, 3 and 5 (NOT phase 4)

60 NB: Only 26 letters of the alphabet not the 44 sounds

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