Bolshaw Primary School Fun with Phonics! Wednesday 11th November 2014

To understand what is expected at each Letters and Sounds phase To help you understand more about what phonics is and how we teach it at school Not to scare you – handouts will be a reference for you with some of the hard language involved with phonics To understand what is expected at each Letters and Sounds phase To give you practical ideas on games and activities you can be playing at home with your children For you to feel more confident in supporting us in teaching your child to read letters, words, sentences and texts Letters and Sounds is a phonics resource published by the Department for Education and Skills which consists of six phases. 2

In school, we follow the Letters and Sounds programme, delivered through Jolly Phonics. Jolly Phonics is a scheme used throughout EYFS and KS1 classes when children are first introduced to phonics When the children learn each sound, they will learn an action to help them remember it. Letters and Sounds is a phonics resource published by the Department for Education and Skills which consists of six phases.

An independent review of the teaching of early reading This included the role of synthetic phonics Recommendations: Systematic approach - synthetic phonics Phonic work is essential for the development of writing, especially spelling Children must be taught how reading and writing are related Letters and Sounds is a phonics resource published by the Department for Education and Skills which consists of six phases. 4

Since the Rose Review, phonics has become a widely used method of teaching children to read and decode words. Sessions use a variety of different approaches to engage children and ensure their individual learning styles have been catered for. Phonics is about learning letter sounds NOT the letter names. Phonics is the relationship between letters and sounds. There are 44 sounds in the English Language that we learn to put together to make words. Letters and Sounds is a phonics resource published by the Department for Education and Skills which consists of six phases. 5

Terminology Phoneme Graphemes Segmenting and blending Digraph Trigraph   Graphemes Segmenting and blending Digraph Trigraph Split vowel digraph

Phonemes and Graphemes Phonemes are   Graphemes

Pulling the word apart – sounding out. Segmenting Pulling the word apart – sounding out. cat c a t

Putting the sounds together to read the word. Blending Putting the sounds together to read the word. a t c

When are the phases usually taught? Reception Phases 1, 2 and 3 Year 1 Phases 4 and 5 Year 2 Phases 6

There are 7 aspects with 3 strands: 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. Discuss how this is usually not taught discretely but is included in the day.

Phase 2 Is the start of systematic phonic work. Introduces the phoneme-grapheme correspondence. To teach that words are constructed from sounds (phonemes) and that sounds are represented by letters (graphemes.)

Phase 2 Phonemes and actions g o c k ck e u r h b f ff l ll ss Pronouncing the phonemes correctly is very important. eg the letter s is pronounced sssss and not suh. We all need to use the same language at home and at school.

s a t p i n sat it pat tap pan nip

Phase 3 The children continue to segment and blend words and begin to learn digraphs and trigraphs For example Digraphs - ‘rain’, ‘deep’, and ‘chop’. Trigraph – night, chair, dear

Digraphs and Trigraphs Can you identify the digraphs and trigraphs in these words? soil beard blue fairy night sound

Phase 3 phonemes and actions j v w y z zz qu ch sh th ng ai ee igh oa oo ar or ur ow oi ear air ure er

TRICKY WORDS Words that are not phonically decodable. was, the, I. Some are ‘tricky’ to start with but will become decodable once children have learned the harder phonemes. out, there.

Phase 4 This phase consolidates all the children have learnt in the previous phases.

In Phase 4, no new graphemes are introduced. The main aim of this phase is to consolidate the children's knowledge and to help them learn to read and spell words which have adjacent consonants. trap string milk

Phase 5 Children will be taught new graphemes and alternative pronunciations for these graphemes. e.g the children will know that ai as in rain but will now learn ay as in play. Split digraphs: a_e, e_e, i_e, o_e, u_e e.g. plane, home, nice Alternative pronunciations ea in tea, head and break

Phoneme Spotter Story How many alternative graphemes can you find that make the same phoneme? A real treat ee ea ey y e-e i ie

Year 1 Phonics Test

Pseudo words Children are taught to read real words and pseudo words (nonsense words). For example ‘hep’, ‘vel’, ‘sep’, ‘mear’ and ‘hain’.

Phase 6 During this phase, children will: Learn about long and short vowel sounds Learn about past and present tense Learn about rules for adding suffixes (word endings) Develop strategies for spelling polysyllabic and compound words. (e.g wonderful, internet, snowman, playground)

Long and Short Vowel Sounds i o u

Long and Short Vowel Sounds i o u It is important that children can distinguish between long and short vowel sounds, so that they can apply the rules when adding suffixes and prefixes in Phase 6.

Adding ‘ed’ Long vowel sound – add ed run party chim e d eat skip Long vowel sound – add ed Short vowel sound immediately next to final consonant – double letter and add ed Short sound not next to final consonant – add ed Ends in e – drop the e and add ed Ends in y – change to i and add ed There are many irregular past tense verbs climb jump

The children will investigate the rules for suffixes Phase 6 The children will investigate the rules for suffixes -s -es -ing -ed -er -est -y -en -ful -ly -ment -ness Miss Allen send rules home when chn work on each suffix

Phase 6 The children will also begin to investigate how prefixes change the meaning of words unzip disagree 30

What does a Phonics lesson look like? Revisit/review Practice phonemes learnt so far. Teach Teach new phoneme air Practice Buried treasure air, zair, fair, hair, lair, pair, vair, sair, thair Apply Read captions: The girl has long hair. The boy had fun at the fair.

Mnemonics A spelling strategy that the children enjoy is making up mnemonics. For example: People – people eat orange peel like elephants Have you used a mnemonic to remember how to spell a word? Can you think of one for the word ‘because’?

How can you help at home? www.phonicsplay.co.uk

How can you help at home? www.ictgames.com

How can you help at home? Flash cards Phoneme frame Magnetic letters

Any questions