Fussing about Phonics!Fussing about Phonics!Supporting your child with reading and writingSupporting your child with reading and writing

Ilchester Community Primary School Ilchester Community Primary School 2222ndnd October 2012 October 2012

AimAim

To explain our approach to teaching phonics and reading, enabling you as a parent/carer to support your child more easily and more effectively at home.

Can you read this passage?

How did YOU learn to read?How did YOU learn to read?

Flashcards?Flashcards? Sentence Builders?Sentence Builders? Letterland?Letterland? Phonics?Phonics? Reading Schemes?Reading Schemes? Quickly/Slowly?Quickly/Slowly? ITA?ITA? Can’t Remember?Can’t Remember?

What is Synthetic phonics?What is Synthetic phonics?

Pupils should be taught to use the knowledge Pupils should be taught to use the knowledge and skills that define synthetic phonics as and skills that define synthetic phonics as

their their first strategyfirst strategy in decoding and encoding in decoding and encoding print. This is because, on present evidence, print. This is because, on present evidence, synthetic phonic work is the most effective synthetic phonic work is the most effective

and systematic approach to teaching and systematic approach to teaching reading and spelling and reflects what is reading and spelling and reflects what is known about how children learn to read.known about how children learn to read.

(Rose Report)(Rose Report)

Children Need to Know:Children Need to Know:

The skill of segmenting plan = p-l-a-nThe skill of segmenting plan = p-l-a-n

The skill of blending = p l a n-pl a n- pla n- The skill of blending = p l a n-pl a n- pla n- planplan

The knowledge of which letters (graphemes) The knowledge of which letters (graphemes) match which sounds (phonemes).match which sounds (phonemes).

The Phonic CodeThe Phonic Code

44 phonemes 44 phonemes

26 letters26 letters

144 combinations of letters to represent the 144 combinations of letters to represent the 44 phonemes 44 phonemes

DefinitionsDefinitions

A phoneme is the smallest unit of sound in a word

Grapheme-Letter(s) representing a phoneme

t ai igh

Blending

Recognising the letter sounds in a word

and merging or synthesising them in the

order in which they are written to

pronounce the word “cup”.

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

Segmenting

Identifying the individual sounds in a spoken word (e.g. h-i-m) and writing down or manipulating letters for each sound to form the word “him”

DigraphTwo letters, which make one sound

A consonant digraph contains two consonantssh ck th ll

A vowel digraph contains at least one vowelai ee ar oy

Trigraph

Three letters, which make one sound

igh dge

Split digraph

A digraph in which the two letters are not

adjacent

(e.g. make)

At SchoolAt School

20 minutes of discrete phonics teaching each day20 minutes of discrete phonics teaching each day Use of the letters and sounds programme with 6 Use of the letters and sounds programme with 6

key teaching phaseskey teaching phases Application of phonics teaching through new Application of phonics teaching through new

literacy frameworkliteracy framework Reading books changed at least 3 times per weekReading books changed at least 3 times per week Guided reading 3/4 times per weekGuided reading 3/4 times per week Individual reading where appropriateIndividual reading where appropriate Continued support throughout schoolContinued support throughout school

Letters and SoundsLetters and Sounds

Systematic approach to teaching the Systematic approach to teaching the phonemes and graphemes.phonemes and graphemes.

Phases 1-6Phases 1-6 Fast paceFast pace InteractiveInteractive RegularRegular

Phase 1-Pre schoolPhase 1-Pre school

In developing their phonological awareness In developing their phonological awareness children will improve their ability to distinguish children will improve their ability to distinguish between sounds and to speak clearly and audibly between sounds and to speak clearly and audibly with confidence and control.with confidence and control.

Phase 1 OutcomesPhase 1 Outcomes

Explore and experiment with sounds and wordsExplore and experiment with sounds and words Listen attentivelyListen attentively Show a growing awareness and appreciation of rhyme, Show a growing awareness and appreciation of rhyme,

rhythm and alliterationrhythm and alliteration Speak clearly and audibly with confidence and controlSpeak clearly and audibly with confidence and control Distinguish between different sounds in wordsDistinguish between different sounds in words Develop awareness of the differences between phonemesDevelop awareness of the differences between phonemes

How can you support phase 1 at How can you support phase 1 at home?home?

Nursery rhymes

Storytelling

Listening tapes

Robot talk

Be aware of your own enunciation – practisetogether in the mirror!

Skipping/clapping rhymes

Don’t skip this bit!

Phase 2-Foundation StagePhase 2-Foundation Stage

To introduce grapheme-phoneme To introduce grapheme-phoneme (letter-sound) correspondences.(letter-sound) correspondences.

Phase 2 OutcomesPhase 2 Outcomes Children know that words are constructed from Children know that words are constructed from

phonemes and that phonemes are represented by phonemes and that phonemes are represented by graphemesgraphemes

They have knowledge of a small selection of They have knowledge of a small selection of common consonants and vowels taught in sets. common consonants and vowels taught in sets.

They blend them together in reading simple CVC They blend them together in reading simple CVC words and segment them to support spelling.words and segment them to support spelling.

Set 1:Set 1: s, a, t, p s, a, t, pSet 2:Set 2: i, n, m, d i, n, m, dSet 3:Set 3: g, o, c, k g, o, c, kSet 4:Set 4: ck, e, u, r ck, e, u, r

Set 5:Set 5: h, b, f, ff, l, ll, ss h, b, f, ff, l, ll, ss

Sort the wordsSort the words

Can you sort these CVC words into Can you sort these CVC words into real and nonsense words?real and nonsense words?

Words sometime wrongly identified Words sometime wrongly identified as CVC!as CVC!

bow few saw her

EnnuciationEnnuciation

• Stretchy sounds - e.g. ssssss, mmmmmm,

llllllll, nnnnnn, shhhhhhh, rrrrrrr, zzzzzzzz,

vvvvvvv • Bouncy sounds - e.g. /c/ /t/ /p/ /b/ /d/ /g/ • No schwa-ing! c not „cuh‟

Let’s listen!!!

Phase 3-Foundation stage/Year 1Phase 3-Foundation stage/Year 1

To teach children one grapheme for To teach children one grapheme for each of the 44 phonemes in order to each of the 44 phonemes in order to read and spell simple regular words.read and spell simple regular words.

Phase 3 OutcomesPhase 3 Outcomes

ChildrenChildren link sounds to letters, naming and sounding the link sounds to letters, naming and sounding the letters of the alphabet. letters of the alphabet.

They recognise letter shapes and say a sound for each. They recognise letter shapes and say a sound for each. They hear and say sounds in the order in which they occur They hear and say sounds in the order in which they occur

in the word,in the word, They read simple words by sounding out and blending the They read simple words by sounding out and blending the

phonemes all through the word from left to right. phonemes all through the word from left to right. They recognise common digraphs and read some high They recognise common digraphs and read some high

frequency words. frequency words.

PhonemesPhonemes

Set 6:Set 6: j, v, w, x j, v, w, x Set 7:Set 7: y, z, zz, qu y, z, zz, qu Consonant digraphs:Consonant digraphs: ch, sh, th, ng ch, sh, th, ng Vowel digraphs:Vowel digraphs: ai, ee, igh, oa, oo, ar, ai, ee, igh, oa, oo, ar,

or, ur, ow, oi, ear, air, ure, eror, ur, ow, oi, ear, air, ure, er

Phase 4-Year 1Phase 4-Year 1

To teach children to read and spell To teach children to read and spell words containing adjacent words containing adjacent consonants.consonants.

black, flat, strip, chest

Phase 4 Outcomes-Year 1Phase 4 Outcomes-Year 1

Children are able to blend and segment Children are able to blend and segment adjacent consonants in words adjacent consonants in words

They apply this skill when reading They apply this skill when reading unfamiliar texts and in spelling.unfamiliar texts and in spelling.

SegmentingSegmenting

Segment these words into their constituent phonemes

shelfdressgreenthink

stretchsprintflick

Were you right?Were you right?

Phase 5-Year 1/2Phase 5-Year 1/2

Teaching children to recognise and use Teaching children to recognise and use alternative ways of pronouncing the alternative ways of pronouncing the graphemes and spelling the phonemes graphemes and spelling the phonemes already taught.already taught.

MMeaean Brn Breaeadd

Phoneme Spotter StoriesPhoneme Spotter Stories

Read the story and find all of the ay Read the story and find all of the ay words within the text. words within the text.

Work together to classify the sounds Work together to classify the sounds according to how the ‘ay’ words are according to how the ‘ay’ words are spelt.spelt.

Strategies/GamesStrategies/Games

Sound buttonsSound buttons Buried treasureBuried treasure Phoneme framesPhoneme frames Phoneme spotter storiesPhoneme spotter stories CountdownCountdown Yes/No questionsYes/No questions

Phase 6-Year 2Phase 6-Year 2

Content matches Year 3 spelling Content matches Year 3 spelling programmeprogramme

Moving into spelling strategies and skillsMoving into spelling strategies and skills PluralsPlurals SuffixesSuffixes PrefixesPrefixes Past tense ed/ingPast tense ed/ing

High Frequency WordsHigh Frequency Words

Some words can not be sounded out or blended Some words can not be sounded out or blended and need to be recognised as a whole e.g.and need to be recognised as a whole e.g.

said the eyessaid the eyes

These are taught as tricky words.These are taught as tricky words.

Children develop their ability to do this over time.Children develop their ability to do this over time.

Children develop their own way of remembering Children develop their own way of remembering these words. these words.

Key Stage 2Key Stage 2

If children have gaps with spelling or reading If children have gaps with spelling or reading they will revisit the appropriate phonic phasethey will revisit the appropriate phonic phase

It is recommended that children revise It is recommended that children revise phase 5 alternative spellings during year 3 phase 5 alternative spellings during year 3

Children will be assessed and given access Children will be assessed and given access to high quality phonics teachingto high quality phonics teaching

All staff have received trainingAll staff have received training

The Year 1 Screening CheckThe Year 1 Screening Check

Every Year 1 child in the country will be taking the phonics screening check in the same week in June.

The aim of the check is to ensure that all children are able to read by the end of year two.

This ‘midpoint check’ will ensure that we have a clear understanding of what the children need to learn in year 2.

Let’s have a look!

““Children are made Children are made readers on the readers on the

laps of their laps of their parents.”parents.”

Firm Foundations at Home and Firm Foundations at Home and SchoolSchool

Bedtime stories (read or oral)Bedtime stories (read or oral)

Word Play: Word Play: nursery rhymesnursery rhymes nonsense rhymesnonsense rhymes songs and musicsongs and music linking all this to body movementlinking all this to body movement learning by heart through repetitionlearning by heart through repetition

The phonic stage – tuning in to the The phonic stage – tuning in to the sounds in words:sounds in words:

‘‘I spy’ variationsI spy’ variations Learning to say or sing the alphabet * – Learning to say or sing the alphabet * –

alphabet booksalphabet books Sorting toys etc by initial soundSorting toys etc by initial sound Shopping – matching labels, noticing lettersShopping – matching labels, noticing letters

The phonic stage – tuning in to the The phonic stage – tuning in to the sounds in words:sounds in words:

Support with sounding out Support with sounding out simplesimple words in words in booksbooks

Building simple words with magnetic lettersBuilding simple words with magnetic letters

Support with letter formation of lower case Support with letter formation of lower case lettersletters

Most Importantly…Have Fun!!!!Most Importantly…Have Fun!!!!

How many Phonemes, Syllables, How many Phonemes, Syllables, Letters?Letters?

amam

penpen

sitsit

neckneck

smellsmell

chinchin

shipship

stopstop

plainplain

floatfloat

moonmoon

feelingfeeling

bridgebridge

nightnight

homehome

childrenchildren

Questions?????Questions?????