Welcome to the KS1 Literacy Workshop Phonics. Reading

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1 Welcome to the KS1 Literacy Workshop 2015 Phonics Reading

2 Phonics is Grapheme Phoneme Correspondences A Grapheme is the symbol that represents a sound a b c A Phoneme is the sound you make when you see the grapheme a b c

3 How Phonics Works Phonics works on the understanding that children read and write by segmenting and blending phonemes and graphemes to understand how the word is formed. Within phonics sessions the children also learn tricky words which are words that cannot be sounded out for spelling or reading because they have unusual spellings.

4 Letters and Sounds We use the programme Letters and Sounds to teach the children phonics. Letters and Sounds is split into 6 Phases that work upwards from Phase 1 to Phase 6. On the following slides we will give you a summary of each phase and examples of learning activities.

5 Phase 2 In Phase 2 the children begin to learn the simple sounds listed on the next slide. They learn these sounds using a variety of strategies including flashcards and sound games. They also learn some tricky words which are on the next slide. In Phase 2 the children use the graphemes and phonemes they have learnt to read and write VC (vowel consonant) and CVC (consonant vowel consonant) words.

6 Phase 2 GPCs s a t p in m d g o c k ck e u r h b f ff l ll ss Phase 2 Tricky Words the to go no One of the ways we would teach these initial sounds is using flash cards with jolly phonics actions.

7 Phase 3 In Phase 3 the children finish learning the simple sounds and learn all of the digraphs and trigraphs. A digraph is two letters that make one sound, a trigraph is 3 letters than make one sound. ee igh The children also learn more tricky words, which are on the next slide.

8 Phase 3 GPCs j v w x y z zz qu ch sh th ng ai ee oa oo ar or ur er ow oi igh ear air ure Phase 3 Tricky Words I he she we me be was my you they her all are One of the ways we teach the sounds at Phase 3 is caption matching, an example of this is on the next slide.

9 fish and chips on a dish

10 Phase 4 Phase 4 is all about learning tricky words and CVCC (consonant vowel consonant consonant) and CCVC (consonant consonant vowel consonant) words. Two syllable words also begin to make an appearance in Phase 4, for example Lunchbox and Desktop. The children focus more on reading and writing sentences when they move into Phase 4.

11 Phase 4 Tricky Words said so have like some come were there little one do when out what The children will also recap the spelling of the phase 3 tricky words. At Phase 4 one of the ways we teach the children is using Yes / No questions. Have you seen a trail left by some snails?

12 Phase 5 In Phase 5 the children learn some new phonemes and graphemes which are on the next slide, as well as some new tricky words. A large part of Phase 5 is teaching the children alternative graphemes (different ways of writing the same sound) and alternative pronunciations (where one grapheme can make different sounds). Additionally the children will learn about split digraphs, one sound made by two letters that are not next to each other in the word otherwise known as Magic E.

13 Phase 5 GPCs ay ou ie ea oy ir ue aw wh ph ew oe au a-e e-e i-e o-e u-e cake these kite home cube Example alternative pronunciation: Fin Example alternative graphemes: Chain Find Play One of the ways we teach at Phase 5 is looking for sounds in a phoneme spotter, which we will demonstrate on the next slide.

14 Floyd s Big Boil There was once a boy king called King Floyd. He was about to have his birthday when the Queen pointed at him and said look at that big boil on your nose! Oh no! said King Floyd, now people might point at me or avoid me. This boil will spoil my birthday! So Floyd made an appointment to see the nurse. But her poisonous boil ointment just made the boil bigger. Your only choice, said the Queen, is to pop it!

15 Phase 6 Within Letters and Sounds Phase 6 is known as Support for Spelling. The majority of the learning within Support for Spelling is related to suffixes (the ending of words) and prefixes (the beginning of words) for example: Bending Hopping Flying Unhappy Unhelpful Unkind Support for Spelling also helps the children to learn to read and write words that cannot be blended or segmented easily.

16 Real and Alien Words One of the ways the children learn is playing Real and Alien word games. The children are given a group of words to read that are real or pseudo words (alien words) and they have to sort them into the real word category or the alien word category. Lunchbox Finktin Sunshine Sidewalk Lainwax Mushical

17 Phonics Screening Check In the summer term in year 1 the children participate in a phonics screening check. This is not a check of their ability to read, instead it is a check of their ability to blend and segment the graphemes and phonemes they have learnt. The children are given a list of real and pseudo words and are asked to sound them out to read the words. Children who did not meet the expected threshold for the phonics screening check in year 1 try again in summer term of year 2. These children are being taught additional phonics sessions during the week to assist them in their second attempt.

18 Phonics At Home For those children who need extra support with some aspects of their phonics resources are also available. You can also use the Phonics Play website for free for a wide variety of Letters and Sounds games, and the Espresso website has a variety of Phonics videos that the children can enjoy at home.

19 Any Questions about Phonics?

20 Reading Reading is a vital part of the children s education in all areas of the curriculum. Within school reading is taught and encouraged in a variety of ways. The children have daily guided reading sessions in class and individually read and have their books changed at least once a week. The children are given plenty of opportunities to read for pleasure and re-read texts they have enjoyed and are given access to fiction books, non-fiction books, computers and magazines. When reading with the children we ask questions across a range of assessment focuses that help us to understand if the children have fully comprehended the text.

21 The Importance of Reading Each week your child will be given three books to read at home. We encourage the children to read more widely at home and any other texts they read can be noted in their reading diary. It is important that the children are given the opportunity to re-read their books to develop a deeper understanding of the text. When the children finish their three books, we encourage you to ask questions about their understanding, other books they have read that are similar, opinions of the book and alternative events that might change the story. The more opportunity children have to properly consider a book, the more they have to say about it and the more fluent they become. Target sheets can be found at the front of the children s diaries with prompts for discussion.

22 Any Questions about Reading?

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