1. Phonics Evening

2. This session… Brief Introduction to the 6 phases of Letters & Sounds An outline of what the Year 1 and 2 Phonics Screening Check means for your child in school Activity sharing and an opportunity to ask questions and talk to our teaching team about how you can support your child with their Literacy learning at home.

3. Approaches to Reading Phonic decoding is a necessary step to reading although it is not in itself sufficient. Phonics is a step up to word recognition. Automatic reading of all words decodable and tricky is the ultimate goal.

4. Phonic terminology: some definitions

5. Some definitions A phoneme is the smallest unit of sound in a word. c-u-pc-a-td-o-g

6. Some definitions Grapheme Letter(s) representing a phoneme taiigh

7. Some definitions Aural 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 usually taught before blending and reading printed words.

8. Some definitions 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’.

9. Some definitions Digraph Two letters, which make one sound A consonant digraph contains two consonants shckthll A vowel digraph contains at least one vowel ai ee ar oy

10. Some definitions Trigraph Three letters, which make one sound igh dge

11. Some definitions Split digraph A digraph in which the two letters are not adjacent (e.g. make).

12. CVC Words C consonant phoneme V vowel phoneme Cconsonant phoneme

13. Words sometimes wrongly identified as CVC bow few saw her Why are these words not CVC words? Discuss.

14. Consonant digraphs ll ss ff zz hill pufffizz sh ch th wh shipchat thin ck ng qu x fox singquick

15. Examples of CCVC, CVCC, CCCVC and CCVCC b l a c ks t r o ng c c v c c c c v c f e l tb l a n k c v c cc c v c c

16. The Language of Phonics Phoneme – unit of sound Grapheme – written representation of phoneme Blending – blending phonemes into words for reading Segmenting – splitting a word into separate phonemes so that the individual graphemes can be written Consonant diagraph – two letters one sound (sh ch th wh ph) Vowel diagraph – two letters one sound (ai ee ie ow ue) Split diagraph – one sound made by two letters which are split (a-e)

17. How we teach phonics at Beaver Green…

18. Letters and Sounds Letters and Sounds is designed as a programme of phonic work aimed at securing fluent word recognition skills by the end of Key Stage 1. Divided into Six Phases Phonic sessions are daily and last up to 25 minutes.

19. Phase 1 General Sound discrimination Environmental sounds Instrumental sounds Body percussion Rhythm & Rhyme Alliteration Voice sounds Oral blending & Segmenting

20. Phase 2: Phonemes are introduced one at a time s a t p i n m d g o c k ck e u r h b f ff l ll ss

21. Phase 3 - Letter names are introduced Consonant diagraphs: ch sh th ng Vowel diagraphs & trigraphs: ai ee igh oa oo ar or ur ow oi ear air ure er Using sounds in ‘real’ and ‘nonsense’ words

22. Examples of Tricky Words the a to said he I was you they she at his but

23. Phase 4: focus on using sounds for reading and writing Focus on words with adjacent consonant strings cvcc words (belt) ccvc words (drop) 2 syllable words shelter, shampoo, melting

24. Phase 5 Children learn additional graphemes for phonemes already taught. ay -day ou - out ie -pie ea - sea oy - toy ir - bird ue - blue aw - raw wh -when ph - phantom ew - crew oe - toe au - haul a-e same e-e scene i-e slide o-e home u-e prune

25. Phase 6 Adding suffixes -s –es –ed –ing –ful –er –est –ly -ment –ness -y Applying techniques Becoming independent readers and writers

26. Read, Write Inc. In September we will be introducing Read, Write Inc. which is a comprehensive scheme designed to support phonics learning. This is our focus on our next INSET days. This scheme will not change the way we teach phonics – it will give us more tools and approaches to our phonics teaching.

27. The Year 1 and 2 Screening Check

28. Statutory assessment for all children in Year 1. Children who have not achieved fluency in phonics repeat in Year 2. Designed to check if individual children have learnt phonic decoding to an appropriate standard. Pupils who have not reached the standard will receive support from school to ensure they can improve their phonic decoding skills.

29. Information Week of 15 th June No time limit (between 4-9 minutes on average) Administered on a one to one basis by a teacher known to your child Results shared in end of Yr report Opportunity to re-take the check in Yr 2

30. 2 Sections Section 1 Grapheme – Phoneme correspondence Simple word structures Section 2 Graphemes that correspond to more than one phoneme Complex word structures

31. Section 1 12 pseudo words & 8 real words cvc – bim vcc - ulf ccvc - chom cvcc - hild Simple word structures, single letters, consonant diagraphs, common vowel diagraphs

32. Section 2 8 pseudo words & 12 real words More complex word structures Consonant digraphs – ph wh Vowel diagraphs – a-e ai ay Trigraphs - air igh

33. Pseudo Words emp coid preed

35. Activities – time to have a go… Mr Wilkinson – Phonics Misconceptions Miss Jones– Phonics Screen Miss Munro – Netbooks, ICT Games Mrs Bayliss– Reading at home & Phonics games Other members of staff - Games to play Please take any handouts and ask any questions that you would like to. THANK YOU SO MUCH FOR ATTENDING TODAY’S SESSION