Dibnah Phonics Meeting Tuesday 2nd October 2018

What is Phonics? Words are made up from small units of sound called phonemes. Phonics teaches children to be able to listen carefully and identify the phonemes that make up each word. This helps children to learn to read words and to spell words

In school, we follow the Letters and Sounds programme In school, we follow the Letters and Sounds programme. Letters and Sounds is a phonics resource which consists of six phases. We use Jolly Phonics to teach each sound. With every sound there is an action. Phases are taught in order. Move through the phases but children will move through at different rates so phonic groups are split depending on which phase the children are working at. In reception we tend to work though phase 2 and within 3 – children will not be taught sounds until theyre confident at phase 1. Jolly phonic actions are at the front of reading record.

Terminology Phoneme – sounds which letters make.   Graphemes – what the sound looks like. Segmenting – breaking a word down into sounds Blending – putting sounds together to hear the word (reading)  Digraph – two letters that make one sounds e.g. ch, sh Trigraph – three letters that make one sound e.g. igh  Phoneme- e.g c Graphenes- how we write a c

Phases Phase 1: environmental sounds and oral blending. Phase 2: individual sounds for example s, a, t, p, ,n. Phase 3: digraphs for example ch, ee, and trigraphs for examples igh, air. At the end of reception the expectation is that all children will be secure with phase 3 sounds, including being able to apply those in both reading and writing. Phases 4-6 is taught in KS1.

Phase 2 sounds: s, a, t, p, i, n, m, d, g, o, c, k, ck, e, u, r, h, b, f, l.

Phase 3 sounds: j, v, w, x, y, z, qu, ch, sh, th, ng, ai, ee, igh, oa, oo, ar, or, ur, ow, oi, ear, air, ure, er.

Building words from phonemes to read. Blending Building words from phonemes to read. c a t cat

Blending sh o p shop

Segmenting Breaking down words for spelling. cat c a t

Segmenting shop sh o p

Red Tricky Words Words which cannot be sounded out are called ‘red tricky words’ e.g. the, she, was. Sets of these words get sent home four times a year. The 1st set will be send home at half term. Ask that these sets are practised at home – to read first and then spell.

What does a Phonics lesson look like? Revisit/review Flashcards to practice phonemes learnt so far and red tricky words. Teach Teach new phoneme ‘n’ Practice Play Buried treasure reading words with ‘n’ not, fin, tin, win, min, pin, Practice writing ‘n’ grapheme Apply Read captions and write words.

Reading Books Wordless – these are to help develop children’s ability to use pictures to create a narrative. Important to ask ‘why’ questions to children’s ideas. Worded books are colour banded. First books are pink band. Children had first reading books last week – reading day Fri, this will have an additional day added after half term, day to be confirmed. Best for chd to bring everyday. Ask to read little and often at home. May seem useless and not a ‘reading book’. Used when chd don’t know enough sounds yet. Why do you think that? What can you see in the pictures that makes you think that etc. develop comprehension, underdtanding, emotions and expressions. Worded books- for children to read. Encourage sounding out word and blending back together. Common and repeated words encourage children to remember and just say it. These also include red tricky words. Follow a reading session approx. 5mins talk and ask questions about what they read e.g. what do you think will happen next?

Resources Phonics Play website Alphablocks on Cbeebies. Twinkl phonics app for Ipad.

Cursive handwriting scheme Starting this year, Hardy Mill are implementing a new handwriting scheme across the school This will begin with pre cursive in Reception and continuous cursive in Key Stage One.

What we are doing to help: Daily finger gym, adult modelling cursive writing in class, formation as part of every phonics lessons, and daily formation sheets. How can you help: Completing the weekly letter formation sent home, and any additional practice of writing either name or words.

Any questions?