Barley Fields Primary School Y1 Phonics Workshop Autumn 2017

Aim of Phonics Workshop To share how phonics is taught. To develop parents’ confidence in helping their children with phonics and reading To teach the basics of phonics and some useful phonics terms To give parents an opportunity to ask questions To discuss the Phonics Screening Process which will take place in June 2018

Phonics in KS1 Phonics is part of our daily teaching. We follow Letters and Sounds with some incorporation of Jolly Phonic actions in Reception. It is covered - during English lessons - as a discrete lesson - teaching, modelling and use of phonics is strongly emphasised during Guided Reading sessions.

Phonics in KS1 Phase 1 (Nursery/Reception) Phase 2 (Reception) Phase 3 (Reception) Phase 4 (Reception/Year One) Phase 5 (Year One) Phase 6 (Year One/Year Two)

Why Phonics? Teaching of phonics is an easier concept to enable children to be able to segment and blend words together to be able to read and write more accurately. In 2012, the new government introduced an agenda for screening phonics in year one. Because of this agenda, year one are now tested on their ability to segment and blend real and nonsense words. If children don’t pass this screening process in year one, they will be re-screened in year two.

Four key principles in phonics teaching and learning. 1. Sounds (phonemes) are represented by letters (known as a grapheme) A child needs to learn the letters that make up each sound. These phonemes can be in the beginning, middle or final position of a word. For example - sat 2. A sound (phoneme) can be represented by one or more letters. These are called digraphs (2 letters, 1 sound) and trigraphs (3 letters, 1 sound) A single sound can be represented by 2 letters or more e.g. ch ai vowel digraphs – ai, ee, ie, oa, oo, ar, ir, oi, ou, ay, a-e, u-e etc.. trigraphs – igh, air, ear During the screening, your child will need to segment the word into it’s sounds, not it’s letters. For example, sh-o-p = shop NOT s-h-o-p

Four key principles in phonics teaching and learning. 3. The difficulty with teaching phonics is due to the complicated rules of the English language. We have different ways to spell different sounds e.g. may rain lake coin boy 4. Another complication in the English language is that we occasionally use the same letters but they have different sounds such as mean, deaf This is where children need to learn to use the skill of making sense of the text.

Phonics jargon! Understanding of the phonic code Segmenting Blending - alphabetic code - 44 phonemes (speech sounds) - Approximately 140 graphemes – ways of writing these sounds Segmenting Blending

Oral Segmenting and 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. him = h-i-m) and writing down or manipulating letters for each sound to form the word ‘him’

Blending Recognising the letter sounds in a written word, for example c-u-p, and merging them in the order in which they are written to pronounce the word ‘cup’. Children may begin by using their hands to help them see how to segment and blend.

C.V.C words - covered in Phase 2/3 Consonant-Vowel-Consonant c a t sh o p c v c c v c b e ll l o ck c v c c v c

Segmenting Use of sound buttons and fingers to count sounds WORD PHONEMES shelf sh e l f dress d r ss think th i n k string s t ng sprint p flick ck

Split digraphs – Phase 5 A digraph in which the two letters are not next to each other (e.g. make) a_e e_e i_e o_e u_e The Magic ‘e’ A silent letter which changes the vowel before it into it’s letter name such as e.g. ‘make’

Segmenting Use of sound buttons and fingers to count sounds cat chip turnip church

What to expect during the screening process 1: 1 process with class teacher Children can have as long as necessary to complete screening Children are expected to segment correctly and then need to blend the word back together fully When pronouncing sounds, we need to take care how we say phonemes such as not to add an –uh sound onto the end of sounds such as t j p Your child may not necessarily use phonics to read on a regular basis. They may have a large bank of words they can easily recognise. These children still need to be familiar with process of reading ‘nonsense/alien’ words

Becomes more difficult as test progresses Real Words Becomes more difficult as test progresses Examples of tricky real words spoilt second reaching

Pseudo/Nonsense/Alien Words Becomes more difficult as test progresses Examples of tricky non- words quigh herks skarld

Phonics Screening The benchmark for passing last year was 32 out of 40 Will not know benchmark this year until 2 weeks AFTER screening Results will be reported along with end of year school report stating whether your child has passed or not.

Ways to help your child at home… Resources Ways to help your child at home… PHONICS PLAY LETTERS AND SOUNDS EDUCATION CITY PHONIC FANS Encouraging your child to segment and blend when reading Nonsense words (children love making their own)

Thank you Any questions?