Phonics Workshop Mrs Helen McCarron

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1 Sacred Heart Catholic Primary Early Years Parent Workshops Autumn Term 2014 Phonics Workshop

2 The threads of Reading: Strategies for Literacy Development By Karen Tankersley The art of teaching reading is like weaving a beautiful tapestry. Like every tapestry, reading knowledge is made up of tightly woven, strong foundational threads. Each thread must be present to make tapestry strong, able to withstand lifelong use, and be functional through all sessions.

3 Demystifying Phonics Terminology and Definitions Relationship between speech and print

4 At the end of the reception year... Literacy Reading ELG Children read and understand simple sentences. They use their phonics knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read.

5 Terminology Phoneme the smallest single identifiable sound, could be one, two or three letters e.g. the letters 'sh' represent just one sound, but 'sp' represents two (/s/ and /p/) Graphemes - a letter or a group of letters representing one sound, e.g. sh, ch, igh, ough (as in 'though')for example, /oa/ makes the sound in boat and is also known as a vowel digraph. There are also consonant digraphs, for example, /sh/ and /ch/. Segmenting - to split up a word into its individual phonemes in order to spell/write it, e.g. the word 'cat' has three phonemes: /c/, /a/, /t/

6 Terminology Blending - to draw individual sounds together to read/pronounce a word, e.g. s-n-a-p, blended together, reads snap Digraph - digraph two letters making one sound, e.g. sh, ch, th, ph. Trigraph - three letters making one sound e.g. igh Split digraph - two letters, split, making one sound, e.g. a-e as in make or i-e in site

7 Explicit Systematic Phonics The relationship between letters and sounds are directly taught. In a pre-established sequence. Letters and Sounds Programme

8 In 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.

9 Letters and Sounds Importance of Flexibility Making a good start Phase 1 Systematic high quality phonics (Phase 2 and beyond) Multi sensory learning Fidelity to the programme

10 Sometimes need to revisit Letters and Sounds Overview

11 Letters and Sounds Phase 1 Crucial phase in developing speaking and listening skills and phonological awareness Paves the way for a systematic phonics programme to begin Continues well beyond the introduction of phase 2 Needs to be shared with parents and carers Vital for all children including those with special educational needs and those learning English as an additional language

12 Phase 1 There are 7 aspects with 3 strands. A1 Environmental A2 Instrumental sounds A3 Body Percussion A4 Rhythm and rhyme A5 Alliteration A6 Voice sounds A7 Oral blending and segmenting.

13 Letters and Sounds Phase 2 Develops children's knowledge of grapheme-phoneme correspondence (GPC), their skills of blending and segmenting with letters and recognition of high frequency words containing GPCs not taught at that phase. Duration: up to six weeks. Develops children's knowledge of 19 letters of the alphabet with one sound for each. Teaches and practises the skills of blending separate sounds together into whole words for reading and segmenting whole words into separate sounds for spelling.

14 Phase 2 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

15 My child already knows those Learning a letter comprises of: letters!!!!!! 1. Distinguishing the shape of the letter from other shapes 2. Recognising and articulating the sound (phoneme) associated with that letter shape. 3. Recalling the shape of the letter when given a sound. 4. Writing the shape of the letter with the correct movement, orientation and relationship to other letters. 5. Naming the letter 6. Being able to recall and recognise the shape of a letter from it s name.

16 Letter Sounds or Letter Names My name is and my sound is Children need to know both and be able to distinguish between names and sounds. Capital letters are not letter names

17 Pronouncing Phonemes Teaching phonics requires technical skill in enunciation Phonemes should be articulated clearly and precisely. Not cuh-a-tuh

18 Correct Pronunciation ncephonemes.htm f.gov.uk/node/85357

19 Oral Blending Hearing a series of spoken sounds and merging them together to make a spoken word no text is used For example, when a teacher calls out b-u-s, the children say bus This skill is usually taught before blending and reading printed words

20 Decoding - Blending When an individual is decoding they are using the letters on a page to retrieve the sounds associated with them. They see the letters b a t and say bat. 1. Conscious application of letter sound knowledge to produce a plausible pronunciation 2. Automaticity without overt attention

21 Encoding/Segmenting - spelling For writing! When an individual applies knowledge of letter sound relationships to identify the letters they will need to make a specific word.

22 Phase 3 Set 6: j, v, w, x Set 7: y, z, zz, qu Consonant digraphs: ch, sh, th, ng Vowel digraphs: ai, ee, oa, oo, or, oi,

23 Phase 4 This phase consolidates all the children have learnt in the previous phases.

24 Phase 5 Children will be taught new graphemes and alternative pronunciations for these graphemes. Vowel digraphs: ou, ie, ea Split digraphs: a_e, e_e, i_e, o_e, u_e

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

26 What does a Phonics lesson look like? Revisit/review Flashcards to practice phonemes learnt so far. Teach Practice Apply Teach new phoneme Games Read captions:

27 Key Words Tricky Words differentiated for each Phase Not decodable, just need to learn my sight, shape etc. Sparklebox

28 Considering Ages, Stages & Readiness Need to have high expectations but very aware of experiences children have had. Age may vary or be affected by circumstances. (Premature babies) Stage of development is influenced by nature and nurture. People (family dynamics) The environment Fortune or Luck (healthy) Self and Others

29 Phonics teaching will continue into Key Stage 1 As your child enters Key Stage 1 (Year 1) they will continue to take part in daily sessions on phonics. They will learn that most sounds (phonemes) can be spelled in more than one way. For example, the f sound can be written as f as in fan or ff as in puff or ph as in photo. This develops their knowledge of spelling choices. They will continue with this spelling work into Year 2 and beyond. They will learn that most letters and combinations of letters (graphemes) can represent more than one sound. For example, the grapheme ea can be read as /ee/ as in leaf or /e/ as in bread. This supports their reading development. Good phonics knowledge and skills help your child to read words fluently and spell words, but they need to understand what they are reading and understand the processes and purposes for writing too. Your help is vital here.

30 Ways you can support your children at home: reading together Teach lots of nursery rhymes each one tells a different story. Enjoy and share books together buy or borrow books that will fire their imagination and interest. Read and reread those they love best. Make time to read with your child throughout their time in school PLEASE continue reading to your child, even when they are reading independently. This is very important your child needs to practise their reading skills every day, and needs the support of an interested adult. Grandparents, older brothers or sisters can help, too. Let them see you reading grown-ups can share their magazines about their favourite sport or hobby. Read with your child ask your child to attempt unknown words, using their phonic skills and knowledge. Make sure they blend all through the word. Talk about the meaning of the book, too take time to talk about what is happening in the book, or things that they found really interesting in an information book. Discuss the characters and important events. Ask them their views. Provide toys, puppets and dressing-up clothes that will help them to act out stories.

31 Reluctant Readers/Writers Relax! Don t Panic Writing Make sure your child sees you writing. Compose an together, inviting a friend over to tea. Continue to make words together, using magnetic letters. Leave a message on the fridge door and encourage them to write a reply to you. Make up a story together about one of their toys. You write for them, repeating the sentences as you write. When the story is complete they can draw pictures to go with it. Buy stickers of a favourite film or TV programme and make a book about it. Make it FUN!

32 Reluctant Readers/Writers Relax! Don t Panic Reading Make sure your child sees you reading. Read to your child. Show you like the book. Bring stories to life by using loud/soft/scary voices let yourself go! Spread books around your house for your child to dip into. Let your child choose what they would like to read books, comics, catalogues. Read favourite books over and over again. Enjoy! MAKE IT FUN!

33 Useful Websites & Resources

34

35 Mr Phonics

36 Sparklebox and Communication4all Example Resources linked to each phase Many of the resources used in this session have been sourced from these websites.

37 Phonics Screening Tests children s knowledge of Grapheme, Phoneme Correspondence Words which contain all 44 phonemes, including the alternative spellings Mix of real and alien words Pass mark age appropriate/good level of achievement in phonics Pass mark in June 2014 and June 2013 was 32/40 Take test again in Year 2 if children do not pass in Y1

38 Thank you for coming!

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