Welcome to our phonics workshop October 2015

Our aim for tonight... Understand more about what phonics is and how we teach it at school 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

When do we cover the 6 phases? Reception Covers Phases 1, 2 and 3 Year 1 Covers Phases 4 and 5

Letters and Sounds Phase 0ne

Phase One aspects Environmental sounds Instrumental sounds Body percussion Rhythm and rhyme Alliteration Voice sounds Oral blending and segmenting 7 ASPECTS

Environmental Sounds Listening walks (indoors and outdoors) Drumming outdoors Sound lotto Singing phonics Drumming outdoors with beaters Environment sounds lotto Singing phonics, each song supports the different aspects

Instrumental sounds Match the sound Which instrument? Music to story Match the sound, children all have an instrument, teacher plays her instrument and children who have the same respond Teacher plays instrument behind screen and children have to identify which instrument Music to story, eg Whatever next

Body Percussion Action songs Sounds made by different parts of body Pass the sound around the circle Eg stamping, clapping, rubbing hands together Pass the sound round the circle, eg a clap

Rhythm and rhyme Silly soup game Nursery rhymes and songs Playing with words Repetitive stories I am aking lots of silly soup I am making soup that’s silly I am going to put it in the fridge to make it nice and chilly When rhyme has stopped child holding the bowl to find 2 things that rhyme Clapping syllables to pictures eg ladybird and umbrella Repetitive stories, gingerbread man

Alliteration Digging for treasure Same sound sentences Hidden pictures in sand beginning with same letter, Davids dangerous dinosaurs

Voice sounds Mouth movements Voice cards visual cards Voice change Mouth movements, bubbles, mirrors, blowing etc Voice change, pitch change

Oral blending and segmenting Adult begins to model oral blending e.g. get your h-a-t I spy Sound talk across the river game Spell out the word eg p-e-g child who has that object can cross the river

Phase One was designed to help children to: Listen attentively Enlarge vocabulary Speak confidently Discriminate phonemes Reproduce audibly the phonemes they hear All 7 aspects were designed with the intention of teaching children important basic elements of the letters and sounds program, such as oral segmenting and blending. Although phase one concentrates largely on CLL it also draws on the other areas of the EYFS and provides lots of opportunities to enrich language within the 6 areas

Phonics Phase 2 and 3 Reception

Phase 2 Is the start of systematic phonic work. Begins the understanding of grapheme- phoneme correspondence. Understand that words are constructed from phonemes and that phonemes are represented by graphemes.

Phonemes s a t p i n m d g o k ck e u r h b f ff l ss c ll A Phoneme is the smallest unit of sound in a word. s a t p i n m d 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.

Next steps … Children then begin to blend for reading. Starting with simple VC (vowel consonant) words e.g at, it, is and then to CVC (consonant vowel consonant) words. E.g dog, cat, man

BLENDING Recognise and say the letter sounds in a written word, for example: s-a-t by merging or ‘blending’ them in the order in which they are written to pronounce the word ‘sat’.

How many phonemes in each word? Segmenting Activity How many phonemes in each word? self s- e- l- f 4 phonemes dress d- r- e- ss 4 phonemes sprint s- p- r- i- n- t 6 phonemes

Phase 3 Completes the teaching of the alphabet and children move onto sounds represented by more than 1 letter. DIGRAPHS – 2 letters that make 1 sound ll ss zz oa ai TRIGRAPHS – 3 letters that make 1 sound igh air

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

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

Now you have the knowledge…. Play lots of sound and listening games with your child. For Example… I spy. Make sound cards and make words (real and nonsense ones) sounding them out. Make duplicate sounds and play pairs… matching games. Stick sounds on items that start with that letter sound. At home, on car journeys, outings ask children to find as many things they can that start with a sound chosen. Let them hear sounds… sound talk to them. “Fetch me your c-oa-t”! Encourage and praise – get them to have a ‘good guess’. Ask if you want to know more. Make it fun and in short, sharp bursts!

Make it fun and in short, sharp bursts! Our reading scheme We will begin by sending home picture books for the children to talk through with you. ILet them create a story following the pictures Get them to find an object on the page which begins with a certain sound. Get them to predict how the story ends, it doesn’t matter if it’s a different ending Ask them which part of the story they enjoyed. Talk about the different feelings shown by the characters. Make it fun and in short, sharp bursts!

Our reading scheme Make it fun and in short, sharp bursts! We will then send home books with words Choose a good time of the day to read with your child. They often need a break from straight after school. Maybe before bed, maybe in the morning. Make it a special time away from the distraction of TVs, with a sticker reward and lots of praise. Should be practise not a chore. If they are too tired, leave it until the weekend. Important that they enjoy their reading. Please do write which books you have read and write comments- ‘Found this tricky!’ ‘Enjoyed this!’ Please let’s work together- talk to us, this a team event we want to do the best for your child. Read as much as possible to and with your child. Involve everyone in the family- grandparents, dads, friends …. Make it fun and in short, sharp bursts!

Phase 4 and Phase 5

Phase 4 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, such as trap, string and milk.

Phase 4 were said there have little like one so when do out some what Tricky words During Phase 4, the following tricky words (which can't yet be decoded) are introduced: were there little one when out what said have like so do some come

Phase 5 In Phase Five, children will learn more graphemes and phonemes. For example, they already know ai as in rain, but now they will be introduced to ay as in day and a-e as in make. Alternative pronunciations for graphemes will also be introduced, e.g. ea in tea, head and break. Phase 5 is a long unit, taught throughout Year 1.

Year 1 Phonics Screening Check Designed to give teachers and parents information on how the child is progressing in phonics. Two sections in this 40-word check and it will assess phonics skills and knowledge learned through Reception and Year 1. Takes 5-10 minutes per child It is a school-based check to make sure that the child receives any additional support promptly- practice time is given, it is not stressful for children.