1. Phonics

2. Emma Wilkinson Phonics SLE Phonics and Music Subject Leader EYFS Teacher Wensley Fold CE Primary Academy

3. Phonics Training What is Phonics? To develop phonic subject knowledge.
To look at the structure of a Phonics session.

4. Listen up! Phonics ain’t easy
I take it you already know Of tough and cough and dough? Others may stumble but not you, On thorough, laugh and through. Well done! And now you wish, perhaps, to learn of less familiar traps?

5. Beware of heard, a dreadful word That looks like beard and sounds like bird, And dead: it’s said like bed, not bead – For goodness sake don’t call it ‘deed’! Watch out for meat and great and threat (They rhyme with suite and straight and debt).

6. A moth is not a moth when it is in mother Nor both in bother, broth and brother, And here is not a match for there Nor dear and fear for bear and pear, Just look them up – and goose and choose, And cork and work and card and ward, And font and front and word and sword, And do and go, and thwart and cart – Come, come, I’ve hardly made a start! A dreadful language? Man alive. I mastered it when I was five.

7. How did you learn to read?
What’s your knowledge of phonics?
What are your concerns about teaching phonics?

8. Why teach phonics?

9. Narrative frameworks and strategies
Pre teaching vocabulary
strategies

10. “Synthetic phonics offers the vast majority of young children the best and most direct route to becoming skilled readers and writers” Sir Jim Rose Rose Review of Reading 2006

11. + What is Phonics? phonics is skills of segmentation and blending
knowledge of the alphabetic code +

12. Phoneme = smallest unit of sound in a word
Terminology
Phoneme = smallest unit of sound in a word
c-a-t d-o-g sh-ee-p

13. Enunciation
Teaching phonics requires a technical skill in enunciation.
Phonemes should be articulated clearly and precisely.

15. Teaching Sounds

16. Read Write Inc

17. s a t p i n m d g o c k ck e u r h b f ff l ll ss 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

18. Grapheme = a letter or sequence of letters that represents a phoneme
t ai igh

19. Digraph – two letters that make one sound ch ck th ng
Vowel Digraph - contains at least one vowel ai ee ar oy
Split digraph - digraph in which the two letters are not adjacent make flute

20. Trigraph – three letters that make one sound air ear igh
Adjacent consonants– two or more consonants next to each other in a word – stop list – CAN PROVE TRICKY
Beware – Adjacent consonants are not digraphs. They make two distinct sounds. Not ‘blends’ like they used to be e.g. bl, fr …
Trigraph – three letters that make one sound air ear igh

21. How many phonemes can you hear?

22. Segmenting Activity
WORD
shelf
dress
think
string
sprint
flick

23. Segmenting shelf sh e l f dress d r ss think th i n k string s t ng
WORD
shelf sh e l f
dress d r ss
think th i n k
string s t ng
sprint p
flick ck

24. Sounds/phonemes are represented by letters
A phoneme can be represented by one or more letters e.g. sh, th, ee, etc
The same phoneme can be represented/ spelled in more than one way e.g. rain, may, lake
The same spelling may represent more than one sound e.g. mean, deaf

25. The same phoneme can be represented in more than one way:
burn
first
term
heard
work

26. Challenge! ur ir er
ear or

27. 6 Phonic phases Phase 1 in Nursery
Phase 2 and 3 in Reception (Phase 3 split into 3i, 3ii & 3iii)
Phase 4 and 5 in Year 1 (Phase 5 split into 5a, 5b, & 5c)
Phase 6 in Year 2
Carried on into KS2

28. Ready For Sounds assessment
Letters and Sounds
Letters and Sounds
Phase 1
Phase 2
Up to 6 Weeks
Phase 3
Up to 12 Weeks
Phase 4
Phase 5
Throughout Year 1
Phase 6
Throughout Year 2
Ready For Sounds assessment
5 minutes just to take a look at what phase 1, 3, 5 28

29. Robot Talk

30. Phonics
system of linking individual speech sounds – phonemes with graphemes SO learner needs to be primed by being sensitive to the phonological structure of spoken words

31. Purpose of phase 1 Explore and experiment with sounds and words
Distinguish between different sounds in the environment and phonemes
Learn to orally blend and segment sounds in words

32. By the end of phase 1
Children will have experienced a wealth of listening activities including songs, stories and rhymes.
They will be able to distinguish between speech sounds and many will be able to blend and segment words orally.
Some will also be able to recognise spoken words that rhyme and will be able to provide a string of rhyming words, but inability to do this does not prevent moving on to Phase Two as these speaking and listening activities continue.

33. Games for Phase 1
Phase 1 activities are primarily pitched at 3 to 5 year olds. The learning in the recommended games is suitable for Key Stage two children with language and learning difficulties but all activities would need to be made age appropriate.

35. Development of rhyme does ‘chair’ or ‘flag’ rhyme with ‘pair’
3 year olds are aware of rhyme
Children treat nonsense words the same as real words i.e. they will generate strings of rhyming words of which may be nonsense words.
does ‘chair’ or ‘flag’ rhyme with ‘pair’
4 -5 year 77% success
5 – 6 year 83% success
6-7 year 87% success
Knowledge of rhyme at 3 ¼ is linked to sensitivity to rhyme at 5 ½ and rhyme is linked to a child’s progress with reading (Bradley and Bryant 1985). Young children find it easier to produce rhyming strings
4 year olds can judge which words rhyme (Bradley and Bryant 1985)
Under 6’s use verbal rehearsal (saying under their breath) to help rhyme judgement.
7 year olds can judge whether words rhyme as easily as they can generate rhyming strings.

37. Identification of syllables
Syllable tapping
5 year 46% success
6 years 48% success
7 years 90% success
Prosody and frquency

38. How many claps?

39. Rhyming pairs and strings
Children need to ‘tune into’ the language they hear and for some children rhyme is very difficult – possibly due to poor working memory and/or processing difficulties, not given enough time to consolidate and practice this particular skill. Try these (all oral – nothing written yet!): Generate rhyming words, including nonsense words – make up ‘silly rhymes’ Pairs using rhyming lists Snap games Odd-one-out i.e. ‘cat / bat / pot’

41. Purpose of phase 2 up to 6 weeks
Learn 19 phonemes and know the graphemes that represent them.
Move on from orally blending and segmenting to blending and segmenting letters to read and spell (maybe with magnetic letters) VC and CVC words
Introduce two syllable words, simple captions and some tricky HFW.

42. Phase 2 letter progression
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

43. CVC Words
C consonant phoneme
V vowel phoneme
C consonant phoneme

44. Are these CVC words? Why are these words not CVC words? ship hill sing
saw her few

45. CVC words – clarifying some misunderstandings
p i g thick
s h i p c a r
b o y c o w
f i l l w h i p
s o n g f o r
d a y m i s s
w h i z z h u f f
Which are CVC words?

46. p i g th i c k
s h i p c a r X
b o y X c o w X
f i l l w h i p
s o n g f o r X
d a y X m i s s
w h i z z huff

47. Teaching sequence
Revisit and review
Teach
Practice
Apply

48. Teaching sequence Revisit and review
Practise previously learned phonemes and graphemes
Practice oral blending and segmenting
Teach
Teach a new grapheme/phoneme
Teach blending and/or segmentation of phonemes in words
Teach one or two tricky words
Practice
Practise reading and/or spelling with the new phoneme/grapheme
Apply
Make frequent links between the phonics sessions and reading and writing throughout the day and across the curriculum. Give children lots of opportunities, right from the start of the programme, to use their phonics knowledge for reading and writing.
It’s what they’re for!

49. Applying
Must have opportunities in class to read and write the words that they have been learning in phonics sessions.
Guided reading
Shared reading
Captions
Labels
Whiteboards and pens
Magnetic letters
Differentiated literacy work

50. For next time Observe a series Phonics sessions.