1. Welcome to Priory Rise Phonic workshop 6 th November

2. What are phonics? □ Government - Rose report 2006 introduced phonics after too many children were being left with poor reading skills. Phonics is a method of teaching children to read quickly and skilfully. They are taught how to: □ recognise how each sound is spelt □ identify the sounds that different combinations of spellings make- such as ‘sh’ or ‘oo’; and □ blend these sounds together from left to right to make a word. □ Children can then use this knowledge to ‘de-code’ new words that they hear or see. This is the first important step in learning to read.

3. Why Sounds~Write? Entirely focuses on teaching the skills needed for effective reading and writing. These are... Learning how the 44 sounds in the English language can be spelt; from simple to more complex Learning these sounds in a whole word approach not in isolation Blending Segmenting Phoneme manipulation No barriers to skills

4. Key vocabulary □ A phoneme is the smallest unit of sound in language (play clip) □ Phonemes can be blended together to make words □ A grapheme is the letter or letters that represent the sound

5. Unit Order – Simple to more complex Initial code □ Unit 1: aimst □ Unit 2: npo □ Unit 3: bcgh □ Unit 4: dfve □ Unit 5: klru □ Unit 6: jwz □ Unit 7: x y ff ss zz □ Unit 8: VCC and CVCC □ Unit 9: CCVC □ Unit 10: CCVCC and CCCVC □ Unit 11: sh ch th ck ng qu Extended code □ Unit 1: o □ Unit 2: ae □ Unit 3: ee □ Unit 4: ea □ Unit 5: oe □ Unit 6: er □ Unit 7: e □ Unit 8: ow □ Unit 9: ow □ Unit 10: oo Polysyllabic Code

6. What does a lesson look like? □ Introduction of new sound if appropriate □ Reading words (blending) with new sound □ Word building (segmenting) with new sound □ Recapping sounds learnt already □ Symbol search □ Sound swap □ Dictation □ 30 minutes daily □ Each child has a whiteboard and pen

7. Reading (blending) mat □ read each sound separately □ gesture underneath the word □ read again and again gradually squashing sounds together until word is read

8. Writing (segmenting) □ Start with lines needed to match sounds in word _ _ _ □ Point to each line saying word and then repeat exaggerating each sound in word □ Write letters in order sounds can be heard □ Remove lines once child is more confident □ Replace if child needs help

9. Symbol search Say phoneme, children search for grapheme Point to grapheme, children say phoneme Letter formation practise

10. Sound swap Use nonsense words as children are then forced to use phonics and can not rely on their reading skills Replace a phoneme with an alternative to create a new word Change the position of the replacing phoneme Remove/add some phonemes shlot

11. Dictation Daily practise of sentence writing Practise all skills covered in lesson Recaps on sounds and words learnt in lesson Using correct punctuation Children learn more through correcting their mistakes The frog is in the pond.

12. Key words □ Words which occur frequently in language □ Often do not follow spelling patterns or are difficult to spell □ We call them ‘tricky words’ □ Foundation word list to send home □ Gradually introduced in Sounds~Write

13. Jolly phonics actions □ Use actions as a kinaesthetic hook for some children to remember phonemes □ Sounds~Write is very visual and auditory □ Each phoneme has an action

14. Year 1 phonics screening □ The Year 1 phonics screening check is a short, light-touch assessment to confirm whether individual pupils have learnt phonic decoding to an appropriate standard. □ It will identify the children who need extra help so they are given support by their school to improve their reading skills. They will then be able to retake the check so that schools can track pupils until they are able to decode. □ It will be a short, simple screening check to make sure that all pupils have grasped fundamental phonics skills and to see that nobody slips through the net. It comprises a list of 40 words and non-words, which a child will read one-to-one with a teacher. □ Half the words cover phonics skills which tend to be covered in Reception, and half the words are based on Year 1 phonics skills □ It takes place in June

15. Take home cards □ Children to bring card home for a new unit to keep you informed □ Help to support child when reading book

16. Ideas for home □ Use the take home cards to play games at home □ Play symbol search on post-its around the house □ Play symbol search in reading/library book □ Until your child can read whole words, model how to segment the sounds in words then blend to read □ Look at/read your child’s reading book with them for 5-10 mins everyday or at least 3x per week □ Don’t be afraid to read the whole book to your child until they are ready to have a go themselves □ Write phonemes on post-its to spell words on take home card, get your child to move the phonemes into the correct order to make the word

17. Ideas for home 2 □ On a car journey ask your child what sounds can they hear in; pin, box, frog, clip, shop etc □ Make up nonsense sounds swap, who can make the longest chain? □ More importantly than anything else, make reading fun, your child should always think of reading as a pleasure never a chore □ Practise letter formation □ Make up silly sentences using words on take home cards, write these in a dictation □ Collect things from around the house that begin with a chosen sound

18. Changing Reading books □ Changed on Monday and Friday □ Put in the basket with contact book, don't leave in book bag please □ Change at least every 2 weeks □ Can have more than book at once, just ask □ Write titles of books read in contact book

19. Thank you coming □ If there is anything further we can do to help please just ask □ If you need further ideas for home we could personalise some activities for your child