PHONICS, READING AND WRITING WORKSHOP

EARLY YEARS & KEY STAGE 1

What Is Synthetic Phonics?• The adjective ‘synthetic’ refers to the fact

that children are taught to ‘synthesise’ (i.e. put together or build up) pronunciations for unfamiliar written words by translating letters into sounds and blending the sounds together.

• Synthetic phonics teaches the phonemes (sounds) associated with the graphemes (letters). The sounds are taught in isolation and then blended together.

5 ELEMENTS OF ASYNTHETIC PHONICS PROGRAMME

Learning The Phonemes

Learning The Graphemes Which Represent The Phonemes

Blending Sounds For Reading

Segmenting Words For Writing

Reading And Spelling High Frequency/Tricky Words

LETTERS AND SOUNDSLetters and Sounds is a phonics resource published by the Department for Education and Skills in 2007. It sets out a detailed and systematic programme for teaching phonic skills, starting in Nursery, with the aim of children becoming fluent readers by the age of seven.

  PHONIC KNOWLEDGE AND SKILLSPhase 1(N/R)

Pre-phonic knowledge and skills. Activities are divided into seven aspects.

Phase 2(R)

19 PGCs. Blending sounds together to make words. Segmenting words into their separate sounds. Beginning to read simple captions.

Phase 3(R)

25 additional PGCs including 7 single letter phonemes. Reading captions, sentences and questions. On completion of this phase, children will have learnt the "simple code", i.e. one grapheme for each phoneme in the English language.

Phase 4(R)

No new PGCs (phoneme-grapheme correspondences). Focus on blending and segmenting longer words with adjacent consonants, e.g. swim, clap, jump.

Phase 5(Y1)

The "complex code". Alternative graphemes for known phonemes are introduced. Also different ways of pronouncing graphemes already known.

HOW DO YOU SAY………..?

• oo hook? or soon?• ow low? or cow? sea? or head?

gate? or gem?

• ea

• g

• c cat? or circle?

PHONICS ORDER(and how to say them!)

ssss not suh

a tt not tuh

pp not puh

ii not eye

rrrr not ruh

hh not huh

b ffff not fuh

fffff not fuh

llll not luh

lllll not luh

sssss not suh

j vvvv not vuh

aias in rain

eeas in been

ighas in night

oaas in boat

ooas in balloon

ooas in look

aras in car

oras in for

uras in burn

owas in blow

e-eas in Pete

i-eas in like

o-eas in home

u-eas in cute

PHONICS LESSONS

• Must be practical and interactive• Pace should be fairly quick• Provide opportunities to say sound out loud

in real and alien words every day• Provide opportunities for writing real and

alien words every day• Robot speak and bring in phonological

awareness at all opportunities throughout the day

PHONICS IN EYFS

• Children’s phonic knowledge assessed on entry into Nursery and Reception

• Children grouped according to need• Up to 5 sounds taught per week – 30

minute sessions every day• Constant reinforcement of phonic

skills throughout the day• Activities/worksheets sent home

every week

A multi – sensory approach:

• See the letter shape(s) – grapheme • Hear the sound (phoneme) - “ay”

• Learn a song and action to accompanyeach phoneme

PHONICS IN KEY STAGE 1

• Children’s phonic knowledge assessed throughout Key Stage 1

• Children grouped according to need• Up to 5 sounds taught per week – 30 minute

sessions every day• Constant reinforcement of phonic skills

throughout the day• Activities/worksheets sent home every week• Year 2 lessons become more GAPs focussed

PHONICS HOMEWORK

• Based on the sound or sounds worked on during the week

• Should show examples of the “sound” made by the grapheme if there are alternatives eg look or food

• Should be completed by the child with adult support

• Must be completed and returned to school every week

PHONICS SCREENING CHECK• A phonic decoding assessment

carried out in Year 1 at the end of the Summer term

• 40 words and non-words that each child attempts to read independently

• Children need to correctly read 32 words out of 40 to pass

• Children who do not pass will take the check again at the end of Year 2

PHEASEY PARK FARMREADING SCHEME

• Books of different genres – fiction, non-fiction, and poetry

• Standards First to 16 – clear progression in reading and comprehension skills

• Runs through EYFS, KS1 and KS2• Follow up activities/guide for

parents in the majority of books

HOME READING

Three Elements

• Key Words• Reading Books• Children’s Reading

Record

KEY WORDS• Flashcards• Words that can be “sounded out” Chip went and

• Sight words wanted said the

• Learn in a random order!• Checked by staff regularly

BOOKS

• Same characters appear regularly

• Familiar situations/range of topics/interests

• Constant reinforcement of key words

• Extremely detailed illustrations

• Text may appear easy but can the child understand the book?

Children’s Reading Record

• For parents and school staff• Date/sign every time you read together• Make comments!

Please send words, reading book and

reading record to school EVERY DAY

Reading Together• Find somewhere quiet!• Read the title and talk about the front cover• Ask questions throughout – “what might happen

next?”• Discuss own experiences that relate to the story• Use the correct terms - author, blurb,

speech marks, exclamation marks etc. • Discuss the story together – what did

you like about the book? favourite part? • Re-tell the story in own words

If your child gets stuck on a word…• Give them some

thinking time!• Sound out the word• Look at the picture for a clue• Ask child to read sentence

again – missing out difficult word. What could fit in the gap? Does that make sense?

• Read sentence again (missing out difficult word) – ask what could fit in the gap

Comprehension

• Comprehension is children’s understanding of what they have read

• Begin with verbal responses to questions

• Worksheets to compliment the books children bring home from school

• Children should read questions carefully and record answer in a full sentence

• This prepares children for the end of Key Stage 1 assessments

HANDWRITING

Tripod pencil grip

Letter families•Long ladders l, i, t, u, j, y•One armed robots r, n, m, h, b, k, p•Curly caterpillars c, a, d, o, s, g, q, e, f •Zig zag monsters z, v, w, x

• Emergent writing.

STAGES OF WRITING

STAGES OF WRITING

• Initial or final sounds.• Initial and final sounds. • Medial Sounds.• CVC Words.• Tricky Words.

SEGMENTING SOUNDSFOR WRITING

• Listening for the initial, medial and final sounds in a word by “stretching it out”

• “shop” 3 phonemes = sh – o - p

• Knowing the correct graphemes to represent the sounds heard

• Children tend to identify and write initial, then initial and final sounds (medial vowels are often more difficult to hear).

WRITING EXPECTATIONSEND OF RECEPTION

• Uses phonic knowledge to write words in ways which match their spoken sounds.

• Writes some irregular common words. • Writes simple sentences which can be

read by themselves and others. • Some words are spelt correctly and

others are phonetically plausible.

Example of end of Reception Expectations

WRITING EXPECTATIONSEND OF KEY STAGE 1

• Consistent use of capital letters and full stops.

• Use a range of connectives to extend sentences e.g. because, so, then, when, but…

• Use descriptive features to add detail e.g. adjectives, expanded noun phrases, similes.

• Use a variety of sentence starters.

Literacy Homework in Year 2

• To be returned on the specified date• Must be written in pencil• Pupils should take pride in the

presentation of their work• Based on concepts taught in school

during the week, e.g. descriptive writing, connectives, letter writing

• Parents to support children but allow them to develop their own ideas