1. Tooting Primary School Phonics Presentation Thursday 1 st October Tooting Primary School Phonics Presentation Thursday 1 st October

2. Aims To share how phonics is taught at Tooting Primary School To develop parents’ confidence in helping their children with phonics and reading To teach the basics of phonics and some useful phonic terms To outline the different stages in phonic development To show examples of activities and resources we use to teach phonics To share websites which parents can use to support their children To give parents an opportunity to ask questions

3. What is phonics and how can I help my child at home?

4. Phonics is all about using … skills for reading and spelling knowledge of the alphabet + Learning phonics will help your child to become a reader and writer.

5. The children have a 20 minute daily phonics session at 9am. Lessons have a fast paced approach. Lessons include a range of games, songs and rhymes using a wide range of resources. We use the Letters and Sounds planning document to support the teaching of phonics. Daily Phonics Lessons

6. What does a Phonics lesson look like?

7. Phonic terms your child will learn at school Phoneme Grapheme Blending Segmenting Digraph Trigraph Phoneme frame Sound button Tricky words CVC Words Nonsense Words/Real Words

8. Glossary Phoneme The smallest unit of sound found within a word 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. d o g 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 eg.some

9. Phase One Phase One offers lots of opportunities to enrich children’s language across all the areas of learning. It allows children to develop listening and speaking skills. Phase 1 activities focus on : Tuning into sounds Listening and remembering sounds Talking about sounds (developing vocabulary and language comprehension ) Aspect 1: General sound discrimination – environmental sounds Aspect 2: General sound discrimination – instrumental sounds Aspect 3: General sound discrimination – body percussion Aspect 4: Rhythm and rhyme Aspect 5: Alliteration Aspect 6: Voice sounds Aspect 7: Oral blending and segmenting

10. Nursery rhymes, songs, action rhymes. Change words to familiar songs/rhymes Add sound effects to stories. Music and movement: rhythm, guess the instrument. Talking about sounds: listening walks, loud/soft, high/low, silly noises. Speaking & listening: silly sentences “Happy Harry hops”, making sounds with body/voice animal sounds Moooo / buzzzz/ shshsh/boing boing / wheeeee How can I help at home?

11. Phase 2 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

12. Saying the sounds Sounds should be articulated clearly and precisely. http://www.focusonphonics.co.uk/soun d.htmhttp://www.focusonphonics.co.uk/soun d.htm http://phonicbooks.wordpress.com/20 11/03/13/how-to-say-the-sounds-of- letters-in-synthetic-phonics/http://phonicbooks.wordpress.com/20 11/03/13/how-to-say-the-sounds-of- letters-in-synthetic-phonics/

13. Phonics Terms Your children will learn to use the term: blending Children need to be able to hear the separate sounds in a word and then blend them together to say the whole word. Use the letter fan. Robot the word and use sound talk.

14. Blending /b/ /e/ /d/ = bed /t/ /i/ /n/ = tin /m/ /u/ /g/ = mug

15. Phonics Terms Your children will learn to use the term: Segmenting Children need to be able to hear a whole word and say every sound that they hear.

16. Segmenting bed = /b/ /e/ /d/ tin= /t/ /i/ /n/ mug= /m/ /u/ /g/

18. Oral blending : the robot game Children need to practise hearing a series of spoken sounds and merging them together to make a word. For example, you say ‘b-u-s’, and your child says ‘bus’. Use magnetic letters – to segment a word How can I help at home?

19. Phoneme Frames log duck fill..... _

20. Tricky Words There are many words that cannot be blended or segmented because they are irregular. thewassaidyou some

21. Reading Captions pat a dog a cat in a hat a sad man a pin on a map to huff and puff pack a pen in a bag

22. Phase 3: Learning the long vowel phonemes Children will enter Phase 3 once they know the first 19 phonemes and can blend and segment to read and spell CVC words. They will learn another 26 phonemes: 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 They will use these phonemes (and the ones from Phase 2) to read and spell words: chip, shop, thin, ring, pain, feet, night, boat, boot, look, farm, fork, burn, town, coin, dear, fair, sure

25. At Home Practise the phonemes together using the letter fans Use them to make different words at home Practice blending and segmenting the words – magnetic letters are great for this Try to share a book everyday and encourage your child to sound out words. Give them opportunities to hear sounds as you read eg. The dog played in the p ar k.

26. Useful Websites http://phonicbooks.wordpress.com/2 011/03/13/how-to-say-the-sounds- of-letters-in-synthetic-phonics/http://phonicbooks.wordpress.com/2 011/03/13/how-to-say-the-sounds- of-letters-in-synthetic-phonics/ http://www.phonicsplay.co.uk/Phase2 Menu.htmhttp://www.phonicsplay.co.uk/Phase2 Menu.htm http://www.bigbrownbear.co.uk/magn eticletters/http://www.bigbrownbear.co.uk/magn eticletters/ http://www.starfall.com/n/make-a- word/an/load.htm?fhttp://www.starfall.com/n/make-a- word/an/load.htm?f

27. Don’t forget… Learning to read should be fun for both children and parents.