St. Patrick’s Phonics Workshop 2018 Foundation Stage and Key Stage One Miss Henderson, Mrs Cannell and Mrs Wood

Expectations at St.Patrick’s… By the end of Foundation One, children should be able to; Distinguish between different sounds Know the letters of the alphabet (name and sound) Recognise their name Write their first name Demonstrate being able to hold a pencil correctly Ascribe meanings to marks they have made (and now be adding detail) Be able to join in with repeated and familiar phrases when listening to a story Say what they like / dislike about stories Retell a story

Expectations at St.Patrick’s… By the end of Foundation Two, children should be able to; Reading 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. Writing Children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.

Expectations at St.Patrick’s… READING By the end of Year One, children should be able to; Pupils can read books aloud using phonic knowledge Read some common exception words Accurately blend sounds in unfamiliar words Read words by breaking them down into sounds Talk about the title and significant events in a book Talk about what words might mean by linking them to known words Talk about the key features of a text WRITITNG By the end of Year One, children should be able to; Pupils can write a text by thinking of a list of sentences in the order I need. Pupils are beginning to punctuate sentences using . ?! Pupils can link two phrases using and Pupils know sounds can be spelt in different ways. Pupils can use the correct vowel diagraph and trigraph Pupils can use a range of prefixes and suffixes Please note these are only SOME of the expectations for English at the end of year 1.

Aims of the workshop To help you understand how we teach phonics To give you a chance to try out some activities we use at school To give you some ideas which you can use to support your child’s development at home

Phonics is... Phonemic knowledge (phonics) Blending (reading) Phonics teaches children the complex connections in English between sounds and letters, essential to understand when learning to read and spell. Consists of knowledge of the skills of segmenting and blending, knowledge of the alphabetic code Research shows that the critical age when children learn to be good readers and writers is between three and seven. Segmenting (spelling)

Phonics Phonic sessions begin in F1. We follow the ‘Letters and Sounds’ and the ‘Jason Wade’ programme There are 6 phases in phonics. The Phonics sessions are for 20 minutes each day

Phase One Split into 7 aspects, each with an aim to teach a skill needed for successful progression onto phase 2. Aspect 1: Environmental Sounds – sounds in the environment Aspect 2: Instrumental Sounds – sounds made with instruments Aspect 3: Body Percussion – awareness of sounds and rhythms e.g. claps Aspect 4: Rhythm and Rhyme – awareness or rhythm and rhyme in speech Aspect 5: Alliteration – alliteration and words beginning with the same phoneme Aspect 6: Voice Sounds – distinguishing differences in vocal sounds Aspect 7: Oral Blending and Segmenting – to develop oral blending and segmenting of words and sounds.

Vocabulary Phoneme Grapheme Digraph Split-digraph Letter CVC / CVCC Word Blend Segment Consonant blends High-Frequency Words

Phonemes and Graphemes Smallest unit of sound in a word Grapheme The letter of letters that represent a single sound t o sh ee ow air

PURE SOUNDS Google phonics Pure Sounds

Correspondence c o ch ee ai igh cat keep school sock me met pretty In the early stages of phonics, children learn one phoneme or grapheme c o ch ee ai igh In later stages, children learn that a phoneme can be spelled in different ways cat keep school sock And that a grapheme may make different sounds me met pretty

Sound Buttons Sound buttons visually represent the relationship between sound and spelling. C a t

‘fffff’ not ‘fuh’! F u n

Chip

Chip

Diagraph, Trigraph and Split Diagraph Digraph : Two letters, which make one sound (ay) Consonant digraph: contains two consonants which make one sound (sh ck th ll) Vowel digraph: two letters which contains at least one vowel, making one sound (ai ee ar oy) Trigraph: Three letters, which make one sound (igh dge) Split Diagrah: two letters which are not adjacent, making one sound (i-e a-e)

Oral 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 taught before actual reading and writing.

Blending Recognising the letter sounds in a written word, for example c-u-p, and merging or synthesising them in the order in which they are written to pronounce the word ‘cup’.

den cap burn shelf dress think pitch string sprint flick Segmenting Identifying the individual sounds in a spoken word (e.g. h-i-m) and writing down or manipulating letters for each sound to form the word ‘him’. Have a go at segmenting these words in to their phoneme constitutes... den cap burn shelf dress think pitch string sprint flick

Tricky Words I The He She Me We Be was To Do Of Are All You Your Come These words contain rare spellings of sounds. Many start out as tricky, but become decodable once children learn ore sounds.

Phonics Screening - Yr1 The phonics screening check is a short assessment to confirm whether individual children have learnt phonic decoding to an appropriate standard.   It will identify the children who need extra help so they are given support by their school to improve their reading skills. The test is in the Summer term  and every child will need to undertake the test.  The test is a way of checking that the children have got age appropriate skills to read and write.  The government want to monitor the progress of children’s understanding of phonics from F1 to Year 1.    Any children who do not pass it will retake the test in Year 2. 

Phonics Screening - Yr1 Read 40 words Made up of ‘real’ and ‘nonsense’ words  ‘nonsense’ words presented with a alien  The 40 words and non-words are divided into two sections – one with simple word structures of three or four letters, and one with more complex word structures of five or six letters 

How we teach phonics in school Phonic sessions are taught weekly in Foundation Stage and Key Stage 1 Children are taught in small groups that have been carefully matched to the current level of understanding in phonics Teachers of phonics use range of strategies from games, practical activities, songs, written representation and reading to embed phonic understanding The Phonics sessions are for 20 minutes each day

We hope you have enjoyed our Phonics Workshop and have found it useful. Please feel free to ask any member of staff about anything you are unsure of. We’ve lots of activities set up for you to try. Be brave and try out your new skills!