1. Tooting Primary School Phonics Information Evening Phases Three, Four and Five Wednesday 18 th March Tooting Primary School Phonics Information Evening Phases Three, Four and Five Wednesday 18 th March

2. Aims What is Phonics ? Revision of Phonic Terms we use Phonics Groups in Reception and Year 1 Phase Two, Phase Three, Phase Four and Phase Five How we apply phonic knowledge to reading and writing Guided Reading /Writing Year 1 Phonics Screen Check Curriculum Statements Useful websites Questions

3. What is Phonics ? words phonemes’ Children are taught to read by breaking down words ‘graphemes’ into separate sounds or ‘phonemes’. blend They are then taught how to blend these sounds together to hear and read the whole word.

4. Phonic Vocabulary Phoneme The smallest unit of sound found within a word eg. c a p Grapheme How the sound is written eg. ck s t Digraph Two letters that make one sound when read together sh ai ch Trigraph Three letters that make one sound igh ear ure CVC Consonant, Vowel, Consonant eg bus / dig / cat CVCC Consonant Vowel Consonant Consonant eg. drop Segmenting is breaking up a word into its sounds. Blending Putting the sounds together to read a word Tricky Words Words that cannot easily be decoded/ read by sight recognition Alien Words/Real Words Alternative Spelling Patterns Compound Words

6. Reception and Year 1 children have a 20 minute daily phonics session. Children are grouped so that their needs can be met and targetted. Within Reception some children are recapping on Phase Two sounds with further practise in blending. Some children are beginning Phase Three – being introduced to new sounds. Some are coming to the end of Phase Three and after Easter will be revising Phase Three with further opportunities to apply their knowledge and move onto Phase Four. Reception – Phase Two and Phase Three

7. Year 1 – Phase Three,Four and Five Children are grouped so that their needs can be met and targetted. Within Year 1 some children are recapping on Phase 3 sounds with further practice in blending and writing. Some children are revising Phase Three – being given opportunities to apply their knowledge and covering Phase Four. Some children are applying Phase Three sounds and learning new sounds in Phase Five.

8. Phase Two Set 1: s, a, t, p Set 2: i, n, m, d Set 3: g, o, c, k Set 4: ck, e, u, r Set 5: h, b, f, ff, l, ll, ss

9. Pha Phase Three j, v, w, x, y, z, zz, qu ch, sh, th, ng, ai, ee, igh, oa, oo, ar, or, ur, ow, oi, ear, air, ure, er Children will use these phonemes (and the ones from Phase 2) to read and spell words (real and alien) chip, shop, thin, ring, pain, feet, night, boat, boot, look, farm, fork, burn, town, coin, dear, fair, sure, quazz,

10. Phase Four Introducing consonant clusters : reading and spelling words with 4 or more phonemes eg camp dust post street shrink Phase Four does not introduce any new phonemes. It focusses on reading and spelling longer words with the phonemes they already know. The purpose of this phase is to consolidate children’s knowledge of graphemes in reading and spelling words containing consonants together eg. tr a p and words with more than 1 syllable eg. football teacup playground

11. These words have consonant clusters at the beginning spot trip clown green clap or at the end…… tent mend damp burnt or at the beginning and the end ….. trust spend twist

12. Phase Five Children entering Phase Five are able to read and spell words containing consonants together eg. lamp and some 2 syllable words The purpose of this phase is for children to broaden their knowledge of graphemes and phonemes for use in reading and spelling. They will learn new graphemes and alternative pronunciations for these

13. Phase Five Graphemes ay day oy boy wh when a-e make ou out ir girl ph photo e-e these ie tie ue blue ew new i-e like ea eat aw saw oe toe o-e home au Paul u-e rule

14. Alternative Pronounciations i fin, find ow cow, blow y yes, by, very o hot, cold ie tie, field ch chin, school, chef c cat, cent ea eat, bread ou out, shoulder, could, you g got, giant er farmer, her u but, put a hat, what

16. Reading and Spelling Tricky Words These words cannot be sounded out – read them by sight recognition : he, she, we, me, be, was, my, you, her, they, all, are Use letter names to spell them – do not sound them out. By the end of Phase Three children are expected to spell and write (using letter names) the following Tricky Words : I no go to the

17. Reading Applying phonic knowledge to decode words – reading captions/sentences. Max and Carl got wet in the rain. The car went down the steep hill and got stuck.

19. boats on the riverbbbbbbbb boats on the river

20. Guided Reading Each child is in a reading group with children of a similar ability. Guided reading is a 20 minute small group reading session looking at the same text (including non- fiction texts) with the teacher. The focus is on teaching reading strategies – using phonics to decode words/using picture cues/context cues/predicting text/answering questions about the text.

21. Writing Children are encouraged to write simple words/captions/ sentences using their phonic knowledge – both within the Phonics teaching session and apply their phonics to different types of writing- captions lists story recount labels letters/notes

25. Supporting Your Child with Writing Encourage your child to say the sentence aloud count the words as they say the sentence aloud start a sentence with a capital letter to leave a finger space between each word to sound out words using phonic knowledge to end the sentence with a full-stop to read the sentence back and check to see it makes sense.

26. Early Learning Goals 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.

27. Early Learning Goals 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.

28. End of Year 1 Reading apply phonic knowledge and skills as the route to decode words respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, alternative sounds for graphemes read words containing –s, –es, –ing, –ed, –er and –est endings read other words of more than one syllablle

29. End of Year 1 Writing saying out loud what they are going to write about composing a sentence orally before writing it sequencing sentences to form short narratives re-reading what they have written to check that it makes sense

30. What is the Phonics Screening Check? The phonics screening check is a statutory assessment. It is a quick and easy check of your child’s phonics knowledge. The phonics screening check is designed to confirm whether children have learnt phonic decoding to an appropriate standard. It will identify pupils who need extra help to improve their reading skills.

31. Who is it for? All Year 1 pupils will take the phonics screening check during the week beginning 15th June. There will be a practice check in May.

32. What is in the phonics screening check? Your child will read one-one with his/her class teacher. It comprises of a list of 40 real words and alien words and will take about 10 minutes. The check is very similar to tasks the children already complete during phonics lessons. It will assess phonics skills and knowledge learnt through Reception and Year 1. They will be asked to ‘sound out’ a word and blend the sounds together.

33. What are alien words and why are they included ? These are words that can be phonetically decoded but do not have a meaning. e.g. brip, snorb. This is a test of a child’s ability to decode using phonics. Children who can read non-words should have the skills to decode almost any unfamiliar word.

35. How will the results from the screening be used? You will be informed of your how your child has done in the screening check, towards the end of the summer term.

36. What happens if a child struggles with the screening check? The screening check will identify children who have phonic decoding skills below the level expected for the end of Year 1 and who therefore need help. Children will be able to re-take the assessment in Year 2.

37. How can I help my child ? There are a number of things that parents can do to support early reading development: Let your child see you enjoy reading yourself. They are influenced by you and what you do! Immerse your child in a love of reading Make time for your child to read their school book to you With all books, encourage your child to ‘sound out’ unfamiliar words and then blend from left to right.

38. Phonics Games www.phonicsplay.com www.ictgames.com www.lettersandsounds.com www.bbcbitesize.ks1