Whitley Village Primary School Having fun with Phonics 29.11.16

Literacy Trust Research Only one child in four has a book at home. Estimated that this equates to 4 million children.

What started the focus on phonics Read by Six Ofsted focus Year One Phonics Check

Phonics should be set within a broad and rich language curriculum, that takes full account of developing the four interdependent strands of language and enlarging children's stock of words

It is crucial to teach phonic work systematically, regularly and explicitly because children are highly unlikely to work out the relationship of phonics to the four strands of language

Segment and blend for reading Blend and segment for writing

National Picture KS1 Reading at secure L2 not improving sufficiently Teaching of phonics in FS and KS1 sometimes haphazard Teaching of early reading skills limited

What do we need to do? Half termly tracking of children – especially groups Daily 4 part planned lesson Rotation of staff if grouping Opportunities to practice and apply

Classroom Environment Displays alphabetically grouped Words on back of chairs Labelling underlined

Expectations By the end of Reception 85% of children will be able to read and write vowel digraphs, two-syllable words, use letter names etc. Secure Phase 3/4 Book Bands 3+

Expectations By the end of Year 1 85% of children will be able to segment and blend words for reading and writing, read 2 and 3 syllable decodable words, read 100 common words, no longer sounding out etc Phase 5/6 Book Bands 6/7

Activities are designed to help children….. Listen attentively Expand their vocabulary Speak confidently to adults and other children Discriminate phonemes Reproduce audibly the phonemes they hear in order, all through the word

Phase 1 Seven Aspects Three strands in each Modelling Speaking and Listening Introduces oral blending and segmenting in Aspect 7 Adult-led activities Illustrated freely chosen activities Three activities planned each day Continues well beyond introduction of Phase 2

What we need to provide daily from phase Two…. High quality phonic work: Teaching short, discrete daily sessions. Review, teach, practise and apply. Oral and written sentences Multi-sensory activities to practise real and non-sense words On going focussed assessment. Half termly tracking Worksheet free zone

Terminology Pure enunciation Sound buttons

Phoneme count cat day relax hope finish Christmas shopping teacher

Phase 2 Introduces 19 grapheme-phoneme correspondences Decoding and encoding taught as reversible processes As soon as children have a small number of grapheme/phoneme correspondences, blending and segmenting can start (s,a,t,p,i,n) “Tricky” words TYPICAL DURATION : Up to 6 weeks

Phase Two Introduction of the four part lesson. Review Teach Practise Apply

Phase 3 Introduces another 25 graphemes Most comprising two letters Representation of each of the 43 GPCs Reading and spelling two syllable words and captions Letter names are taught TYPICAL DURATION : 12 weeks

Phase 4 Consolidates knowledge of GPCs Introduces alternative pronunciations for reading No new GPCs TYPICAL DURATION : 4 – 6 weeks

Phase 5 Introduces alternative graphemes for spelling Introduces alternative pronunciations for reading Developing automaticity Throughout Year 1

Best Guess

Four Part lesson Review. ‘ay’ Teach. ‘i – e’ Practise. I can do the splits! Apply. We can do it!

Phase 6 Increasing fluency and accuracy. Throughout Year Two (although teaching of spelling continues well into KS2). Year2 and Year3 Planning exemplification and spelling programme (PwS CD-Rom). Spelling Bank.

Year One Phonics Check Assess and identify gaps. Sound buttons. Engage parents. Read administration instructions carefully. Hold a couple of competent pupils until last.

Adding “s” or “es” Ash Watch Pen Church Toy Cup Brush Witch

“s” and “es” rule Most words add “s” When clapping, if the plural of a word gives an extra syllable then add “es”

Adding “s” or ”ies” to words ending in “y” Ray Jelly Puppy Daddy Penny Monkey Baby Day

“s” or “ies” rule If a vowel comes before the “y” then add “s” If a consonant comes before the “y” then take the “y” off and add “ies”

Adding “ing” to words Clean Think Dream Jump Ask Go Walk Do Hop Shop Shut Hug Clap Skip Plan Fit Hope Take Write Bite Make Save Shine Care

“ing” Rules Most words just add “ing” Words ending in “e” drop the “e” and add “ing” Words with a short vowel before the final letter double the final letter

Adding suffixes to words ending in “y” Happy Pretty Lazy Funny Happiness Prettiness Laziness Happier Prettier Lazier Funnier Happiest Prettiest Laziest Funniest Happily Prettily Lazily Funnily

Words ending in “y” Words ending in “y” change to “i” and add suffix

At the end of KS1 Pupils need to know: Syllable. Letter names. Doubling consonant rule when adding suffixes Plural rule – s and es.

Generic activities Phonics aerobics Beat the detective Quiz, quiz trade Two into one Pirates “ahoy!” Cowboy phonics I can do it! All the “ai’s” Damp squib Phonics circle

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