1. Phonics Workshop 2015

2. Rose Report 2006 …….. best practice for beginner readers provides them with a rich curriculum that fosters all four interdependent strands of language: speaking, listening, reading and writing. The indications are that far more attention needs to be given, right from the start, to promoting speaking and listening skills to make sure that children build a good stock of words, learn to listen attentively and speak clearly and confidently. Speaking and listening, together with reading and writing, are prime communication skills that are central to children's intellectual, social and emotional development. All these skills are drawn upon and promoted by high quality, systematic phonic work.

3. . Skilled word reading involves both the speedy working out of the pronunciation of unfamiliar printed words (decoding) and the speedy recognition of familiar printed words. Underpinning both is the understanding that the letters on the page represent the sounds in spoken words. This is why phonics should be emphasised in the early teaching of reading to beginners when they start school. In addition, at the outset we encourage using picture clues as well as phonics.

4. Good comprehension draws from linguistic knowledge (in particular of vocabulary and grammar) and on knowledge of the world. Comprehension skills develop through pupils’ experience of high- quality discussion as well as from reading and discussing a range of stories (especially picture books)poems and non-fiction books.

5. All pupils must be encouraged to read widely across both fiction and non-fiction to develop their knowledge of themselves and the world in which they live, to establish an appreciation and love of reading, and to gain knowledge across the curriculum.

6. What is systematic phonics? This teaches children the correspondence between graphemes in written language and phonemes in spoken language, and how to use these correspondences to read and spell.

7. What is a phoneme? A phoneme is the smallest unit of sound and can comprise of more than one letter: eg a or ai A grapheme is the written letter/s for a phoneme.

8. Oral blending: Chekc letters & sounds Hearing a series of spoken sounds (phonemes) and merging them together to make a spoken word. Initially no letters are used. For example, ‘Can you get me a tin of b-ea-n-s? ‘Where is the p-e-n?’ This skill should be taught within Phase 1 before blending and reading printed words.

9. Phase 2 Beginning of systematic high quality phonic work (grapheme/phoneme correspondence)

10. Add Twinkl phonic phases

11. Digraph 2 letters that make 1 phoneme ee, ch, oa Trigraph 3 letters that make 1 phoneme igh, dge

12. Digraphs chin, dish, that, three, sing, rain, goat, racoon, good, car, fork, burn, snow, now, coin, letter

13. Trigraphs igh (high) ear (near) air (chair) ure (sure/pure)

14. Split digraph i-e time (tie > time) u-e cube (cue > cube) o-e hope a-e cake

15. Segmenting words for spelling (phoneme fingers/sound talk) Blending for reading And that these are reversible processes

16. Blending: c-a-t blend sounds together to read ‘cat’ segmenting (separate / spell) c-a-t boat = b-oa-t chip= ch-i-p might = m-igh-t hill = h-i-ll

17. How many phonemes? cup rain sheep bring cart bright

18. WORDPHONEMES cupcup rainrain sheepsheep bringbring cartcart brightbright

19. Phase 3 Complete the teaching of phonemes related to single graphemes. Learn a representation for all 44 phonemes. Most children should be working securely in this phase by the end of Reception

20. Phase 4 The main challenge in this phase is to help children to blend and segment words with adjacent consonants e.g. truck, help. These adjacent consonant phonemes can both be heard when you say the word which makes them different from a digraph where there are two letters that make just one sound.

21. Early Reading Skills A pig sat. A chimp sat in a tree. The sheep went up the hill. This goat has a long coat. At night the moon looks like it glows. The boy said that there was a brown chair under my stairs.

22. Year 1 pupils will: Apply phonic knowledge and skills as the route to decode words. Learn to sound and blend unfamiliar words, quickly and accurately. Cover new grapheme–phoneme correspondences (GPCs) Practise accurately reading aloud books consistent with their developing phonic knowledge and other reading skills. Hear, share and discuss a wide range of high- quality poems, stories and non-fiction books.

23. Year 2 pupils will: continue to apply phonic knowledge and skills as the route to decode words. Establish accurate and speedy word-reading skills, embedding automatic decoding. Be secure with common exception words, noting unusual correspondences between spelling and sound. Listen to, discuss and express views about a wide range of poetry, stories and non-fiction at a level beyond those that they can read independently

24. How many items can your child find that begin with ‘m’? Can your child make something that begins with ‘s’ using playdough? Can you find something in the supermarket beginning with ‘b’? Play ‘I-spy’ using this weeks letter sounds.

25. Can your child see the chosen letter in a book or outside in the street? Put several items on a tray that all begin with the same sound and one that begins with a different sound. Can your child tell you the odd one out?

26. Help your child to practise their pre-writing skills by drawing large patterns using circles, zigzags, straight lines and wavy lines. Help your child to develop their upper arm muscles by moving along monkey bars or by having wheelbarrow races. These will help with pencil control.

27.  If your child is ready to start writing letters, please help them to write lower case letters (except the first letter of their name). Using correct letter formation and pencil grip.  Children may like to do this outside using chalk or water and a large paint brush.

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29. Most important of all: Only carry out activities for 5 or 10 minutes, but on a regular basis. Be positive and use lots of praise.

30. One of the greatest gifts that you can give to your child is a love of reading. Research has shown that one of the biggest indicators of success in a child's life is whether or not they have books in the home. As a parent, try to focus on making reading fun.

31. Point out words all around you. Help your child to read the words around them: on food packets in the supermarket, on buses, in newspapers, in recipes. Visit your library – it’s free to join! All libraries have children’s sections. Many also have regular storytelling sessions. Make time to read. Read a bedtime story with your child every night. Encourage them to share reading with grandparents, brothers and sisters and aunts and uncles.

32. Read yourself! Set a good example by sharing your reading. Let your children see that you value books and keep them at home. Keep books safe. Make your child their own special place to keep their books. Show them how to turn pages carefully.

33. Read something with your child - It doesn't need to be a book. The secret is to find something that your child is desperate to read - comics, magazines, football programmes, newspapers, internet pages, texts, e-mails, catalogues etc.

34. Book Talk Talk about the cover, who is the author or the illustrator? Have we read any other books by this author? Read the ‘blurb’. Talk whilst you are reading. Talk after you have finished. What might happen next? Which was their favourite part of the book? Who was their favourite character? Could they make up another character to join the story?

35. Praise your child - Studies show that children who are given specific support with their reading make much greater progress if they are given lots of praise than if they are given the support alone.

36. http://www.ican.org.uk http://www.phonicsplay.co.uk http://www.literacytrust.org.uk https://www.thecommunicationtrust.org. uk http://www.phonicbooks.co.uk/teaching_ parent.php

37. Any questions?