Terminology – do you know what these words mean? Vowel Consonant Digraph Tri-graph Split-digraph Phoneme Grapheme Blend Segment

Hiltingbury Infant School Thursday 14th January 2016 PHONICS Hiltingbury Infant School Thursday 14th January 2016

Introduction You are your child’s first teacher. From a very early age your child will experience a wide range of activities to develop their reading and writing. We need to work in partnership to build on and develop your child’s learning of phonics.

Letters & Sounds The materials build on the approaches, games and activities from previous programmes and reflect the principles of high quality phonic teaching. The programme is divided into six phases. It is taught on a daily basis. The children are taught to decode real words and nonsense words that we call ‘alien words’.

The 44 phonemes

Letters & Sounds - a multi-sensory approach

What is covered in Phase One? Phase One complements a broad and rich language curriculum. There is an emphasis on oral work, developing children’s language structures, vocabulary and phonological awareness.

The overarching aim of Phase One is to encourage children to listen carefully and talk extensively about what they hear, see and do. Phase 1 is divided into 7 aspects The first three aspects are to help children with General sound discrimination Aspect 1 Environmental sounds Aspect 2 Instrumental sounds Aspect 3 Body percussion . Phase 1

Phase 1 Aspect 4 Rhythm and Rhyme Aspect 5 Alliteration Aspect 6 Voice sounds Aspect 7 Oral blending and segmenting Phase One type activities continue well beyond the introduction of Phase Two. Phase 1

Systematic high quality phonics – Phase Two-Six Introduction of grapheme–phoneme (letter-sound) correspondences begins at Phase Two and this is the point at which a programme of systematic phonic work should begin. e.g s,a,t,p,i,n, By the end of Phase Three children should know one grapheme for all the phonemes in spoken English; e.g oa,oi,ee,igh At Phase Four they should be able to read and spell words containing adjacent consonants; e.g bl, cr, tw, tr . Such as ‘t r a p ‘ or d r ai n. At Phase Five, children begin to recognise and use alternative ways of pronouncing the graphemes and spelling the phonemes they have been taught; e.g ea,ee,ey,e,e_e. Or as g and j At Phase Six they develop skill and automaticity in reading and spelling. e.g children being word detectives to find suffixes and prefixes such as ‘ly’, ‘ment’, ‘ness’ or un…..and dis…at the beginning or end of words.

Phase 2

Phase 3

Phase 5

strom moist gloof shrub pleeg pumpkin yibe fighting clube fuel Phonics Screening Test in the Summer Term in Year 1 An example of the words in the test Alien words Real words strom moist gloof shrub pleeg pumpkin yibe fighting clube fuel

Is there guidance on teaching High Frequency Words? There is specific guidance on teaching High Frequency words. They are divided into 2 categories, -decodable words e.g. an, dad, down, went -‘tricky’ words e.g. the, was, they, said Children learn to read the ‘tricky’ words in many ways e.g playing games such as bingo or playing matching pairs to help them learn to read these from sight.

Ways to support your child at home Look in book bags for your child’s home learning or on the windows of Year R for the Phonic focus. Also look on DB Primary for games your child can play to support the phonics that they have learnt that week. It is essential that phonemes are correctly pronounced in order for children to blend words successfully. Please ask class teachers if you are unsure how to pronounce the phonemes given. Play Bingo – either with their tricky words or with words containing their weekly phonemes. Play Hangman using the sounds not letter names Play pairs – matching the same words with the focus phoneme. Ask your child to find you 3 things around the house with the focus phoneme in. Give them a time allowance e.g. 1 minute. Or they could play with a brother or sister to see who can get the most words. Practise writing the words in different colour felt pens. Put words containing their phonemes or tricky words into a sentence. They can write the sentence down themselves or tell it to you to write down for them. How many alien words can they say or spell in 1 minute with the focus phoneme? Use magnetic letters to write different words containing the focus phoneme. Could they change the word by changing 1 letter e.g. change paid to maid or hat to bat etc. Squirters- Using water bottles filled with water squirt on the ground or the wall to make words or graphemes.