Teaching Phonics at John Blandy Primary School

PhonicsPhonics Why we teach phonics What phonics is How we teach it How parents can help

PhonicsPhonics Why do we teach phonics?

PhonicsPhonics to help children to read to help children to write

PhonicsPhonics What is phonics?

PhonicsPhonics Phonics is teaching the sounds that letters make There are 44 sounds (phonemes) in the English language, represented by the 26 letters of the alphabet

PhonicsPhonics How do we teach phonics?

PhonicsPhonics We follow the teaching programme in ‘Letters and Sounds’ Phonics is taught in Phases There are six Phases altogether Group the children according to Phases they are working in We start in reception and continue to work on the Phases throughout KS1 (and beyond..)

PhonicsPhonics How do we teach phonics? Reception – Mrs Surtees Year 1 – Miss Evans Year 2 – Mrs Kingdon Teaching Assistants in all classes

PhonicsPhonics Phase 1: To lay the foundation..………..what is the foundation?

PhonicsPhonics Listening and Attention!

PhonicsPhonics Phase 1: Listening walks Animal sounds Songs Musical instruments Rhymes & Alliteration Voice sounds

PhonicsPhonics Phase 2: Correct sound for letter Action – to reinforce learning of sound Name of the letter How to form the letter Build recognition of the letter sounds by practising making & sounding out simple CVC words (e.g sat)

PhonicsPhonics Phase 2: How to use sounds to make simple words – sounding out/segmenting …using robot arms e.g. p – a – t : pat; How to use sounds to write simple words - sounding out/segmenting - What sounds can you hear in ‘mat’? How to read simple words …blending by sounding out each sound and putting sounds together e.g. s – u – n : sun Teaching tricky words – I the go no to he she, etc Reading simple captions; Teaching real words and non-words (made up words);

PhonicsPhonics Phonics in Reception: Daily focused 20 minute session 9am; In small groups with a skilled adult; Teach from 1- 4 four sounds per week depending on ability/needs; Support children to apply and use sounds as soon as they can in other lessons and independent play – see the relevance of phonics! Have fun!

PhonicsPhonics Phonics in Key Stage 1: We continue to build on the work started in the Reception Class. Children have daily 25 minute phonic sessions and are grouped according to the Phase they are working in across Years 1 and 2.

PhonicsPhonics Most of the sounds learned in Phase 3 are digraphs. A digraph is two letters which make one sound A consonant digraph contains two consonants shckthll A vowel digraph contains at least one vowel ai ee ar oi

PhonicsPhonics Trigraphs are also taught A trigraph is three letters which make one sound: air ear igh ure

PhonicsPhonics The purpose of Phase 3 is to: teach more graphemes, most of which are made of two letters, for example, ‘oa’ as in boat practise blending and segmenting a wider set of CVC words, for example, fizz, chip, sheep, light

PhonicsPhonics learn all letter names and begin to form them correctly read more tricky words and begin to spell some of them read and write words in phrases and sentences.

PhonicsPhonics CVC words containing graphemes made of two or more letters Here are some examples of words your children will be reading: tail, week, right, soap, food, park, burn, cord, town, soil.

PhonicsPhonics Tricky words The number of tricky words is growing. These are so important for reading and spelling: he, she, we, me, be, was, my, you, her, they, all., cord, town, soil

PhonicsPhonics Phase 4 Children continue to practise previously learned graphemes and phonemes and learn how to read and write: CVCC words: tent, damp, toast, chimp

PhonicsPhonics CCVC words: swim, plum, sport, cream, spoon They will be learning more tricky words and continuing to read and write sentences together. Tricky words: said, so, do, have, like, some, come, were, there, little, one, when, out, what

PhonicsPhonics Phase 4 is a consolidation phase as no new sounds are introduced but words become longer! For example: ccvcc words: crisp, drink, spent The children play games to practice their emerging phonic skills and we have some examples around the room.

PhonicsPhonics Year 1 Phonics Check The phonics screening check is a short, light- touch assessment to confirm whether individual children have learnt phonic decoding to an appropriate standard. The screening check is for all Year 1 pupils and children in Year 2 who previously did not meet the standard of the check in Year 1.

PhonicsPhonics It comprises a list of 40 words and non-words, which a child will read one-to-one with a teacher. The non-words are presented alongside a picture of an imaginary creature, and children are told the non-word is the name of that type of creature. This helps children to understand the non-word should not be matched to their existing vocabulary.

PhonicsPhonics The words gradually get harder through the check as the combinations of letters become more complicated. As long as the child has said 32 out of the 40 words correctly, they will be considered to have met the standard. Any child who doesn’t reach the standard will do the check again in Year 2.

PhonicsPhonics In phase 5 the children are introduced to alternative spellings and pronunciations for the sounds already taught in Phase 3 which Mrs Kingdon will explain further.

PhonicsPhonics In phase 5 Children entering Phase Five will already be able to read and spell words with adjacent consonants, such as trap, string and flask. They will also be able to read and spell some polysyllabic words, e.g shopkeeper, everybody. In Phase Five, children will learn more graphemes and phonemes. For example, they already know ai as in rain, but now they will be introduced to ay as in day and a-e as in make. Alternative pronunciations for graphemes will also be introduced, e.g. ea in tea, head and break How many different ways can you write (graphemes) the A sound?

The word has an ‘a’ sound but which one? AY Is it ai? e.g. train Or a? E.g. lady Is it ay? E.g. play Is it a_e? E.g. take Is it ea? E.g. break Is it eigh? e.g. eight Is it ei? e.g. veil Is it ey e.g. they

PhonicsPhonics During Phase 5 The children will learn the tricky spelling words - Oh, their, people, Mr, Mrs, looked, called, asked, could The children will be able to blend words to read quickly and independently.

PhonicsPhonics In phase 6 Can apply phonic skills and knowledge to recognise and spell an increasing number of complex words Are secure with less common grapheme /phoneme correspondences, e.g. s/zh in vision Can recognise an increasing amount of phonic irregularities such as caught Read and write with increasing fluency and accuracy

PhonicsPhonics Children are introduced to past tense words. Investigate how to add suffixes such as ed and ing. What are the 5 spelling rules for adding ed? Children become familiar with strategies to break spelling down. e.g. -Using syllables, -Using base (or root) words smile-smiling, -To use words they already know as a help; should-could, - To recognise words from reading books.

PhonicsPhonics How Reception parents can help: Talk to children! name objects, build up vocabulary, describe sounds all around us…help children to listen.. Read stories with rhyming words & sing nursery rhymes…ask children to continue a rhyming string.. Play word games e.g. I Spy.. Sound out simple words in instructions e.g. get your h-a-t! Make up silly words.. Listen to your child read & practice sounds in blue books at home as much as possible….little & often!

PhonicsPhonics How Year 1 parents can help: Help children to practice blending words using the Word Boxes and to spell (segment) words by completing the Homework Writing List each week. Children need to develop instant recognition of high frequency words (using the ‘Gruffalo’ Key rings) to become fluent readers so please practise these daily if possible. Listen to your child read as much as you can – ideally daily.

PhonicsPhonics How Year 2 parents can help: - Help the children learn their key word spellings each week, opportunities are given in class but the children will need support at home. (See hand out- different methods suit different children) - Talk about spelling patterns you see in their reading books. - Encourage the children to try different pronunciations for words- long and short vowel sounds etc. - Help you child learn fun mnemonics- (people) people eat orange peel like elephants! (come) come on muddy elephants! (because) big elephants can always understand small elephants!

PhonicsPhonics Visit some phonics websites to practise skills: (for Phases 2-4)