Phonics and Reading Workshop Ightham Primary School Acorn Class Ightham Primary School October 2018

How do we teach phonics? Learning through actions, pictures, stories and sounds. We concentrate on teaching the sounds – letter names are taught alongside the sound.

Phase 1 There are 7 aspects with 3 strands. A1 – Environmental A2 – Instrumental sounds A3 – Body Percussion A4 – Rhythm and rhyme A5 – Alliteration A6 – Voice sounds A7 – Oral blending and segmenting.

Phase 2 Set 1: s, a, t, p Set 2: i, n, m, d Set 3: g, o, c, k Set 4: ck, e, u, r Set 5: h, b, f, ff, l, ll, ss

Phase 3 Set 6: j, v, w, x Set 7: y, z, zz, qu Consonant digraphs: ch, sh, th, ng Vowel digraphs: ai, ee, igh, oa, oo, ar, or, ur, ow, oi, ear, air, ure, er

Phase 4 This phase consolidates all the children have learnt in the previous phases. This phase will be covered near the end of the academic year.

Phase 5 Children will be taught new graphemes and alternative pronunciations for these graphemes. Vowel digraphs: wh, ph, ay, ou, ie, ea, oy, ir, ue, aw, ew, oe, au Split digraphs: a_e, e_e, i_e, o_e, u_e This is predominantly taught within year 1

Phase 6 The focus is on learning spelling rules for suffixes. -s -es -ing -ed -er -est -y -en -ful -ly -ment -ness This is taught predominantly within year 2 and will continue throughout key stage 2 through SPaG.

Where it gets a bit tricky… There are 42 phonemes to teach in total. Some of these phonemes are made up of more than one letter including… ai as in rain oa as in boat sh as in shop ff as in puff Theses are called digraphs – the children are taught this word to help with sound recognition.

Making words sat pin nip sit pit pat pip sip Once children know these sounds we can start making words. sat pin nip sit pit pat pip sip

Using these sounds Children are taught to ‘sound talk like a robot…’ Robot arms – movement for each sound Segment the word Clap to blend the word – push words together to hear the word Have a go yourself… f a n . . .

This supports sound recognition. Sound Buttons Children are taught to draw sound buttons under sounds during this early stage. dog Puff This supports sound recognition. … . . __

Tricky Words Research shows that learning just 13 of the most frequently used words will enable children to read 25% of any text. Learning 100 high frequency words gives a beginner reader access to 50% of virtually any text, whether a children's book or a newspaper report. When you couple sight recognition of common and tricky words with knowledge of phonics, that's when a child's reading can really take off…

Phase 2 Tricky words – words that cannot be sounded out and must be learned through recognition the to I no go into Train your brain strategy! Identify the sounds – draw sound buttons Identify the tricky part – the part of the word that doesn’t sound like it should! Blend these sounds together. Move onto sight recognition once familiar with word.

Phase 2 Decodeable Words High frequency words that can be sounded out that are taught to be recognised by sight Example… a and if Is it mum dad can

Support with Early Reading

EYFS Curriculum We are working towards the Early learning goal for end of reception and into Year 1… “Children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read.”

Tips for Reading Reading daily – remember a good 10 minutes is much better than a difficult half hour! Choose a time when you can be relaxed and give your undivided attention – away from the television Praise what your child can do – build confidence at every opportunity Make it enjoyable for both of you – enjoy the book, it’s not just about getting the words right Remember – there are many sources of reading other than books brought home from school – all printed words are for reading Re-reading is really important! Even if your child seems to have memorised the book word for word, continue to encourage sounding out and blending to read the words, as this is a skill we are developing within your child ready for year 1.

Discussion is Key Spend time talking and looking through the book before you start to share it together. Talk about how the cover will tell you the title; the pictures are clues of the story sequence. Discuss characters e.g. how do they feel, what kind of person are they? How do they know this? Predict what will happen next – why do they think this? Being able to express preferences - favourite part of a story, which characters they liked or disliked, why they found a story funny or exciting or boring and why. Encourage your child to concentrate on the meaning of what she/he is reading and to make a sensible guess at an unknown word

“Use Your Phonics” Once they can recognise letter sounds they can begin to blend sounds together. It takes lots of practise and demonstration from adults. Initially only ask your child to sound out CVC words Remind your child how Tricky words cannot be sounded out easily and need to be remembered. If your child is unsure of how to read a word, encourage them to ‘use their phonics’ – emphasise recognising letters and their sounds, sound talking the word and blending these, recognising digraphs.

My child has read the book – what else can we do? On occasions select a sentence from their book copy it out and cut it up. Then ask your child to rearrange the sentence. On another occasion ask them to count the tricky words on the page. The children will begin to develop confidence predict words and begin to self correct (I is, I am) showing an awareness of the grammar of a sentence.

Questioning Adults should ask exploratory questions to help the child develop sound comprehension of the text. For example… What do you think is happening here? What part of the story do you like the best? Reasoning… What makes you think that?  How do you feel about that? Can you explain why? After reading it is vital children have time to respond to the text. What part of the story did you like the best? Who was your favourite character? Why do you think this?

Remember… Children develop at different rates. They may appear to make no progress for some time, then things will suddenly begin to click, and they can make rapid progress. After a while this progress is likely to plateau out as children consolidate their learning. Daily reading Encouragement Praise Model reading

Helpful Websites Phonicsplay - http://www.phonicsplay.co.uk/freeIndex.htm Ictgames.com/literacy Twinkl parents section - http://www.twinkl.co.uk/resources/parents-nursery-and-reception-3-5/parents-reading-and-writing/parents-reading-and-writing-phonics Bbc.co.uk/schools/bitesize/ks1/literacy Bbc.co.uk/schools/wordsandpictures Kidzone.ws/phonics Primaryresources.co.uk/English Bugclub.co.uk Starfall.com Familylearning.org.uk/phonics_games Letters and sounds - http://www.letters-and-sounds.com/ If you need any more ideas for support or guidance please come and ask me 

Thank you!  Thank you for showing your enthusiasm for your child’s learning by coming to this workshop We want to work together to provide the best learning for your child Questions?