1. Whitley Village Primary School Having fun with Phonics 29.11.16

2. Literacy Trust Research
Only one child in four has a book at home. Estimated that this equates to 4 million children.

3. What started the focus on phonics
Read by Six
Ofsted focus
Year One Phonics Check

4. Phonics should be set within a broad and rich language curriculum, that takes full account of developing the four interdependent strands of language and enlarging children's stock of words

5. It is crucial to teach phonic work systematically, regularly and explicitly because children are highly unlikely to work out the relationship of phonics to the four strands of language

6. Segment and blend for reading Blend and segment for writing

7. National Picture KS1 Reading at secure L2 not improving sufficiently
Teaching of phonics in FS and KS1 sometimes haphazard
Teaching of early reading skills limited

8. What do we need to do?
Half termly tracking of children – especially groups
Daily 4 part planned lesson
Rotation of staff if grouping
Opportunities to practice and apply

9. Classroom Environment
Displays alphabetically grouped
Words on back of chairs
Labelling underlined

10. Expectations By the end of Reception
85% of children will be able to read and write vowel digraphs, two-syllable words, use letter names etc.
Secure Phase 3/4
Book Bands 3+

11. Expectations By the end of Year 1
85% of children will be able to segment and blend words for reading and writing, read 2 and 3 syllable decodable words, read 100 common words, no longer sounding out etc
Phase 5/6
Book Bands 6/7

12. Activities are designed to help children…..
Listen attentively
Expand their vocabulary
Speak confidently to adults and other children
Discriminate phonemes
Reproduce audibly the phonemes they hear in order, all through the word

13. Phase 1 Seven Aspects Three strands in each
Modelling Speaking and Listening
Introduces oral blending and segmenting in Aspect 7
Adult-led activities
Illustrated freely chosen activities
Three activities planned each day
Continues well beyond introduction of Phase 2

14. What we need to provide daily from phase Two….
High quality phonic work:
Teaching short, discrete daily sessions. Review, teach, practise and apply. Oral and written sentences
Multi-sensory activities to practise real and non-sense words
On going focussed assessment. Half termly tracking
Worksheet free zone

15. Terminology
Pure enunciation
Sound buttons

16. Phoneme count
cat
day
relax
hope
finish
Christmas
shopping
teacher

17. Phase 2 Introduces 19 grapheme-phoneme correspondences
Decoding and encoding taught as reversible processes
As soon as children have a small number of grapheme/phoneme correspondences, blending and segmenting can start (s,a,t,p,i,n)
“Tricky” words
TYPICAL DURATION : Up to 6 weeks

18. Phase Two Introduction of the four part lesson. Review Teach Practise
Apply

19. Phase 3 Introduces another 25 graphemes Most comprising two letters
Representation of each of the 43 GPCs
Reading and spelling two syllable words and captions
Letter names are taught
TYPICAL DURATION : 12 weeks

20. Phase 4 Consolidates knowledge of GPCs
Introduces alternative pronunciations for reading
No new GPCs
TYPICAL DURATION : 4 – 6 weeks

21. Phase 5 Introduces alternative graphemes for spelling
Introduces alternative pronunciations for reading
Developing automaticity
Throughout Year 1

22. Best Guess

23. Four Part lesson Review. ‘ay’ Teach. ‘i – e’ Practise.
I can do the splits!
Apply.
We can do it!

24. Phase 6 Increasing fluency and accuracy.
Throughout Year Two (although teaching of spelling continues well into KS2).
Year2 and Year3 Planning exemplification and spelling programme (PwS CD-Rom).
Spelling Bank.

25. Year One Phonics Check Assess and identify gaps. Sound buttons.
Engage parents.
Read administration instructions carefully.
Hold a couple of competent pupils until last.

26. Adding “s” or “es”
Ash
Watch
Pen
Church
Toy
Cup
Brush
Witch

27. “s” and “es” rule Most words add “s”
When clapping, if the plural of a word gives an extra syllable then add “es”

28. Adding “s” or ”ies” to words ending in “y”
Ray
Jelly
Puppy
Daddy
Penny
Monkey
Baby
Day

29. “s” or “ies” rule If a vowel comes before the “y” then add “s”
If a consonant comes before the “y” then take the “y” off and add “ies”

30. Adding “ing” to words Clean Think Dream Jump Ask Go Walk Do Hop Shop
Shut
Hug
Clap
Skip
Plan
Fit
Hope
Take
Write
Bite
Make
Save
Shine
Care

31. “ing” Rules Most words just add “ing”
Words ending in “e” drop the “e” and add “ing”
Words with a short vowel before the final letter double the final letter

32. Adding suffixes to words ending in “y”
Happy
Pretty
Lazy
Funny
Happiness
Prettiness
Laziness
Happier
Prettier
Lazier
Funnier
Happiest
Prettiest
Laziest
Funniest
Happily
Prettily
Lazily
Funnily

33. Words ending in “y”
Words ending in “y” change to “i” and add suffix

34. At the end of KS1 Pupils need to know: Syllable. Letter names.
Doubling consonant rule when adding suffixes
Plural rule – s and es.

35. Generic activities Phonics aerobics Beat the detective
Quiz, quiz trade
Two into one
Pirates “ahoy!”
Cowboy phonics
I can do it!
All the “ai’s”
Damp squib
Phonics circle