Teaching and Learning Phonics at RA Butler Wednesday 28th November 2018 JC

Aims PT 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 outline the different stages in phonic development To show examples of activities and resources we use to teach phonics PT

Letters and Sounds A high quality phonics resource produced and recommended by the government Takes account of the best practice seen in the most successful early years settings and schools. PT

Why teach phonics? PT The ability to read and write well is a vital skill for all children, paving the way for an enjoyable and successful school experience. Phonics helps children to develop good reading and spelling skills e.g. cat can be sounded out for reading and spelling

+ Phonics is all about using … skills for reading and spelling Segmenting and blending knowledge of the alphabet + AK Learning phonics will help your child to become a good reader and writer.

Daily Phonics Sessions with their class teacher AK Every child in FS2 and KS1 learns daily phonics with their class teacher. Phonics gradually progresses to learning spellings – rules etc. Every day the children have 20 minute sessions of phonics with their class teacher. •Pitched high with a high level of challenge included It is a fast paced approach Lessons encompass a range of games, songs and rhymes Support and interventions put in place quickly to support those children who are not keeping pace with the class (take place in the afternoon) We use the Letters and Sounds planning document to support the teaching. There are 6 phonics phases which the children work through

Phonic terms your child will learn at school Phonemes: The smallest units of sound that are found within a word. A phoneme is something you hear. AK Phonemes - How many phonemes can you hear in cat?

Grapheme: The spelling of the sound e.g. th A grapheme is what you see Children need to practise recognising the grapheme and saying the phoneme that it represents. AK The grapheme could be 1 letter, 2 letters or more! We often refer to these as sound buttons: t ai igh Demo on the flip chart using sound buttons

Digraph: Two letters that make one sound when read e.g. sh Trigraphs: Three letters that make one sound e.g. igh CVC: Stands for consonant, vowel, consonant e.g c a t Tricky words: Words that cannot easily be decoded, sometimes referred to as ‘red’ words. AK

Sound buttons Using ‘sound buttons’ can you say how many phonemes are in each word? shelf dress sprint string AK Answers on next slide

Did you get it right? shelf = sh – e – l – f = 4 phonemes dress = d - r - e – ss = 4 phonemes sprint = s – p – r – i – n – t = 6 phonemes string = s – t – r – i – ng = 5 phonemes AK

Phase 1: Getting ready for phonics Begun in pre-school but continued throughout EYFS & KS1 1. Tuning into sounds 2. Listening and remembering sounds 3. Talking about sounds PT Will include activities such as: Music and movement Rhythm and rhyme Sound effects Speaking and listening skills Add in here – list of some of the things you have already been doing

Phase 2: Learning phonemes to read and write simple words Children will learn their first 19 phonemes: Set 1: s a t p Set 2: i n m d Set 3: g o c k Set 4: ck (as in duck) e u r Set 5: h b l f ff (as in puff) ll (as in hill) ss (as in hiss) PT They will use these phonemes to read and spell simple “consonant-vowel-consonant” (CVC) words: sat, tap, dig, duck, rug, puff, hill, his All these words contain 3 phonemes but not necessarily 3 letters.

Saying the sounds PT Sounds should be articulated clearly and precisely. They should be pure sounds and not repeated. Saying the sounds correctly with your child is extremely important We refer to letters by the sound they make rather than the letter name to begin with (begins in phase 3) The way we say sound may well be different from when you were at school We say the shortest form of the sounds Some sounds are short and some are stretchy e.g. b is a short bouncy sound, whereas f is a stretchy sound https://www.youtube.com/watch?v=LlTw0oiLNys

Simple Speed Sounds chart PT Read across whole chart

Segmenting and Blending Children need to be able to hear a whole word and say every sound that they hear. e.g. If the teacher says ‘dog’ the child should be able to say ‘d o g – dog’ Blending: Children need to be able to hear the separate sounds in a word and then blend them together to say the whole word. e.g. If the teacher says ‘c a t’ the child should be able to say ‘c a t – cat’ AW

Segmenting bed = /b/ /e/ /d/ Blending: /t/ /i/ /n/ = tin AW

Phase 3: Learning the long vowel phonemes They will learn another 26 phonemes: j, v, w, x, y, z, zz, qu ch, sh, th, ng, ai, ee, igh, oa, oo, ar, or, ur, ow, oi, ear, air, ure, er They will use these phonemes (and the ones from Phase 2) to read and spell words: chip, shop, thin, ring, pain, feet, night, boat, boot, look, farm, fork, burn, town, coin, dear, fair, sure AW Children will enter phase 3 once they know the first 19 phonemes and can blend and segment to read and spell CVC words. (usually in EYFS)

Phase 4: Introducing consonant clusters: reading and spelling words with four or more phonemes Phase 4 doesn’t introduce any new phonemes. It focuses on reading and spelling longer words with the phonemes they already know. CCVC (black), CCCVC (strong), CVCC (felt), CCVCC (blend) AW Children move into phase 4 when they know all the phonemes from phases 2 and 3 and can use them to read and spell simple words (blending to read and segmenting to spell). (usually in EYFS)

Structure of a typical lesson Revisit/Review Teach Practise Apply AK Revisit/Review - practise previously learned graphemes Teach - Teach new graphemes; Teach tricky words Practise - Practise blending and reading words with the new GPC. Practice segmenting and spelling words with the new GPC Apply - Read or write a sentence using one or more HF words and words containing new graphemes.

Typical Phase 2 lesson video PT Revisit/Review Recap previously taught phonemes Teach Teach new grapheme Teach tricky words Practise Practise blending/reading words and segmenting/spelling words with the new GPC (Grapheme Phoneme correspondence) Apply Read a sentence using one or more high frequency words and words containing new grapheme.

A typical week in Phase 2 PT

Letter Formation Children At RAB we have adopted a pre-cursive handwriting approach. This means the children in reception will learn that each letter starts from the line with a ‘whoosh’ and ends with a hook. AK Children

Is there anything I can do at home? JC

At home... Read everyday with your child if possible Help your child practise their reading words (EYFS) Help your child practise their spellings (these sheets do not need to come back to school) Play ‘I spy’ Continue to play with magnetic letters, using some two-grapheme (letter) combinations, eg: r-ai-n = rain blending for reading rain = r-ai-n segmenting for spelling Praise your child for trying out words Look at tricky words Look for phonic games online Play pairs with words and pictures JC

Learning to read should be fun for both children and parents. Don’t forget… Learning to read should be fun for both children and parents. JC

Any questions?