Ducklington Ducklington Phonics Phonics

Workshop Workshop

Ducklington Ducklington Phonics Phonics

Workshop Workshop

AIMS• To share how phonics is taught in Ducklington

> To show examples of activities and resources we use to teach phonics

• To develop parents’ confidence in helping their children with phonics

WHAT IS PHONICS?

•Children develop awareness that spoken words are made up of different sounds (phonemes) and they learn to match these phonemes to letters (graphemes)

•“A cow makes the moo sound but it’s called a cow”

•Phonics is about children knowing how sounds (phonemes) link to letters (graphemes)

Phonics is the main way in which we help your child to learn to read and write

.

• Every day the children have at least one session of phonics led by an adult

• Lessons encompass a wide range of activities and games

• Children apply their phonics knowledge across all areas of the curriculum

• Letters and Sounds

• There are 6 phonics phases which the children work through

• Phase 1 – 3 in F1, Phases 4-5 in Year 1 and Phase 6 in Year 2 although every child is

different

DAILY PHONICS

PHASE 1: ASPECT 7Your children learn to use the term:

Blending

• Children need to be able to hear the separate sounds in a word and then blend them together to say the whole word before they start using letters

Segmenting

• Children need to be able to hear a whole word and say every sound that they hear

• Continues throughout Phases 2-6

• Games list in information booklet (pages 4-5)

PHASE 2•Once children are secure with oral blending and segmenting they need to build up their letter recognition. Then they can begin to read and write!

HOW CAN I HELP AT HOME?

•Practise saying the phonemes and graphemes

•Write the graphemes – large and small scale e.g. paintbrushes and water outside, chalk on tarmac, handwriting sheets and whiteboards in phonics packs

•Games – find the graphemes in books, on food packaging, amongst magnetic letters on the fridge etc.

•Then they can link everything together and really begin to read and write

PHASE 2Children will learn their first 19 phonemes: Set 1: s a t p Set 2: i n m d

Set 3: g o c k Set 4: ck (as in muck/ticket) e u r

Set 5: h b l f ff (as in puff) ll (as in hill) ss (as in hiss) DIGRAPHS

•They will use these phonemes to read and spell simple “consonant-vowel-consonant” (CVC) or “consonant-vowel-consonant-consonant” (CVCC) words: sat, tap, dig, duck, rug, puff, hill, hiss

• Sounds must be articulated clearly and precisely (link in information booklet – will be added to

school website)

• What happens if they are not? cuh-a-puh versus c-a-p

• Lesson demonstrations by Mrs Thomas and KS1 pupils:

> Blending for Reading: Children need to practise instantly recognising phonemes and blending them together to read words

> Segmenting for Spelling: Children need to practise orally breaking down the sounds they hear

in words and writing one sound at a time

TWO-SYLLABLE WORDS•Children are introduced to two-syllable words at Phase 2

•They are taught to split up the word for reading and spelling

laptop rabbit cobweb

•This is a very important skill that children will use throughout the rest of the phases and beyond when tackling longer words

TRICKY WORDS• There are many words that cannot be fully blended or

segmented because they are irregular.

the was said you some

• These require lots of practise at home – instant recognition

of these will build up fluency in reading Ideas listed in information booklet (page 10)

Words will be added to phonics packs

PHASE 3• Children will learn more tricky words and another 26

phonemes: This is where grapheme knowledge becomes important!

• j, v, w, x, y, z, zz, qu• ch, sh, th, ng, ai, ee, igh, oa, oo, ar, or, ur, ow, oi, ear,

air, ure, er

•TRIGRAPHS• Children will use these phonemes (and the ones from

Phase 2) to read and spell words e.g: chip, shop, thin, sing, pain, feet, right, boat, boot, look, farm, fork, burn, town, coin, dear, fair, sure

HOW CAN I HELP AT HOME?• Phoneme frames and sounds buttons

. _ .More activities listed in information

booklet (page 9)

c a t

f i sh

. . .

. . _

Keep your sound mats

close by to help you identify the

digraphs and trigraphs

PHASE 4• Children move into Phase 4 when they know all the phonemes

from Phases 2 and 3 and can use them to read and spell simple words and captions/sentences.

• They will also be able to read some two-syllable words and increasing range of tricky words.

• This should happen by the end of F1 but every child is different

• Your child’s class teacher will be happy to discuss your child’s progress with you and let you know which specific activities will help at home. Work will be added to phonics packs.

PHASE 4•Phase 4 doesn’t introduce any new phonemes. It introduces adjacent consonants and focuses on reading and spelling longer words with the phonemes the children already know.

•Words can have adjacent consonants at the beginning, at the end or at the beginning and the end: spot, trip, clap, tent, mend, damp, trust, spend, twist

•Children will read and write words containing both adjacent consonants and digraphs. They will also read and write polysyllabic words chimp paint shampoo

HOW CAN I HELP AT HOME?• Phoneme frames and sounds buttons

• Remember – one phoneme (sound) per box

golf (4 boxes)

stand (5 boxes)

green (4 boxes)

spring (5 boxes)

More activities are listed in the information booklet (page 11) and will be added to phonics packs

PHASE 5• Teach new tricky words

• Teach new graphemes

ay – day ou – out ie – tieea – eat oy – boy ir – girlue – blue aw – saw wh – whenph – photo ew – new oe – toeau – Paul

• Learn alternative pronunciations of graphemes(the same grapheme can represent more than one

phoneme)

Fin/find hot/cold cat/cent

got/giant but/put cow/blow

tie/field eat/bread farmer/her

hat/what yes/by/very

chin/school/chef

out/shoulder/could/you

SPLIT DIGRAPHS

toe tone

cue cube

a-e (make) e-e (these) i-e (like)o-e (home) u-e (blue)

PHASE 6•Children will learn about:

> Rules for spelling

> Spelling strategies (applying everything they have learned)

> adding suffixes e.g. –ed (laughed), - ing (laughing), -er (writer), -est (happiest), -ful (careful), -ly (carefully) and –y (funny), -ness (happiness) and –ment (development)

HOW CAN I HELP AT HOME?

•Keep the Phase 5 sound mat and Phase 5 table handy – regularly discuss the “best guess”

•When spelling, encourage your child to think about what “looks right”

•Have fun trying out different options. Whiteboards are excellent for trying out spellings.

• tray trai• rain rayn• boil boyl• boy boi• throat throwt• snow snoa

“ALIEN” WORDS• Using phonemes to make up imaginative

nonsense words e.g. glurg, sprong

• Helps children to practise and apply their phonics skills

• Helps children to filter new vocabulary

AT HOME

• Phonics Packs for every child – the more you practise, the more you’ll learn, the more you’ll achieve

• Read everyday with your child if possible

• Useful websites listed in information booklet (page 17)

• Evaluations and questions

DON’T FORGET…

We want all children to have a real love for books!

Learning to read should be fun for both children and

parents.