1. Stay and Learn Phonics oe c b e g aw d ch a h
Wednesday 17th January 2018 aw d ch a h

2. Letters and Sounds
Letters and Sounds is a six-phase teaching programme designed to help teach children how the alphabet works for reading and spelling. It was published in April 2007.
Discrete four 20 minute sessions each week, with the fifth day dedicated to assessment and consolidation.

3. Terminology Phoneme - sound you hear
Grapheme - letter/letters written to
represent the sound
Let’s hear the regular phonemes that go with the letters!
articulation of phonemes
fonics soundwall

4. Daily Lesson Outline

5. Phase 1 Nursery Speaking and listening activities
Environmental sounds as well as talking and singing
Distinguish between sounds
Rhyme and rhythm
Story telling, singing songs, listen to rhymes, role play, drama, dance

6. Phase 2 Reception Increased ability to discriminate between sounds
Recognise initial sounds at the beginning of words
Increased awareness of sounds, letters, and words
Letter-sound correspondence

8. Phase 3 Reception
Children learn the alphabet – letter names in and out of sequence
Children learn to recognise 20 graphemes, (i.e. the letter / letters that make the sound).
Children learn to write the graphemes – these include digraphs and trigraphs (sounds made from 2 and 3 letters)
May need to consolidate in Year 1

12. Blending for reading sh ar k

13. Segmenting for Spelling
When we start to spell using phonics, we ‘chop up’ the word to identify the phoneme sounds – called segmenting.

14. Segmenting the sounds using phoneme frames
s w ee t
r ai n
c r u n ch

15. Phase 4 Reception Read and spell words containing adjacent consonants
Blending and segmenting longer words
Applying skills in reading and writing
CVCC words eg. Bank, duck, sand
Compound and polysyllabic words treetop, freshness

16. Phase 4 sounds
Uses phase 2 & 3 Phonemes and graphemes. No new sounds.
The purpose of this phase is to consolidate children’s knowledge of graphemes in reading, and spelling words containing adjacent consonants. Also it aims to improve their knowledge of polysyllabic and compound words.

17. Grammar- Sentence Substitution

18. Phase 5 - Year 1
For children to broaden their knowledge of graphemes and phonemes for use in reading and spelling. They will learn new graphemes and alternative pronunciations for those already taught.
Learn about vowel digraphs (used to be called ‘magic e!’).
Practise using 2 and 3 syllable words.
Usually taught in Year 1, but revisited in Year 2.
The purpose of this phase is for children to broaden their knowledge of graphemes and
phonemes for use in reading and spelling. They will learn new graphemes and alternative
pronunciations for these and graphemes they already know, where relevant. Some of the
alternatives will already have been encountered in the high-frequency words that have
been taught. Children become quicker at recognising graphemes of more than one letter
in words and at blending the phonemes they represent. When spelling words they will
learn to choose the appropriate graphemes to represent phonemes and begin to build
word-specific knowledge of the spellings of words.

20. Split vowel digraphs give long vowel sounds.

21. Common Exception words

25. Real and non-real words
D:\Year 2 files Mar 2014\curriculum leadership\KS leadership\Stay and Learn

26. Phase 6 –Year 2
Less common spelling patterns – silent letters and alternative pronunciations.
Spelling past tenses – both regular and irregular
Spelling suffixes - __ed, __ing, __s and __es, __ies,
__ful, __er, __est, __ly, __ment,
__ness, __y
Spelling long words (How suffixes and prefixes change words)
Syllables
Continue to learn the common exception and high frequency words.

27. Work on word families

30. Ways to support your child at home.
Choose books that your child is genuinely interested in.
Pick a quiet and appropriate time to read.
Talk about the story.
Identify tricky words first before you start reading.
Give them time to decipher the words.
Be patient!
Don’t forget to give them positive praise for their effort!
This may sound obvious, but asking a child to read about robots if they love trains isn't going to have the same impact!
2. Pick a quiet and appropriate time to read.Creating a relaxed environment can really help to ease the pressure some children face when asked to practice their reading.
Talk about the storyIt is important to make reading more than just about 'practicing reading'. Remember that books are stories! Talk about what is happening in the story 'what do you think this book is going to be about?' 'What do you think will happen next?' are great questions to engage your child in the storybook.
Identify tricky words first before you start readingOnce you start to read regularly you will learn the words that they will find tricky depending on their level. Reading the trickier words together before you start reading will give your child confidence when they see that word during the story.
Give them time to decipher the wordsGiving your child time to decipher the words and not rushing them will increase their confidence. It is important for children to learn the process of how to read words. That is how phonics works. Ask them to take their time, sound it out and blend it back together.
*Be patient here! It is not uncommon for children to correctly read a word and then 30 seconds later be unable to read it. Go through the process from the beginning, sound it out, blend it together. In time they will recognise high frequency words and will not need to go through that process any more.

31. fonics game website A new website with lots of games and activities
fonics game website A new website with lots of games and activities. It does cost £7.99 but this is a one off payment and will unlock all the phases. Great for revision of sounds – this part is free.
We also use this a lot in school. Has some free games but also has a subscription part with a lot more games and activities. £12.00 per year.
A reading support programme that runs from reception right through to Year 6. Teachers can track progress in school and award certificates.

32. Revise daily with reading

33. Sounds board games

37. Magnetic Letters Upper and Lower case recognition.
Sequencing activities.
Swap the starting letter.
Swap the vowel.
Spelling and reading.
Find something beginning with this sound.

38. Classroom visit 20mins in Year 1 or 2.
Range of activities taking place to show some of the typical things we do, (but not usually all at the same time!) and things that you could also do at home.
Try using the sounds that are being learnt in school each week to support their spelling, reading and writing.

39. Feedback S – small chunks of time
When practising phonics at home: try to ‘SQUIRT’,
S – small chunks of time
QU – Quick pace, only 5-10 min to maintain interest.
I – interactive activities. Don’t let them get bored.
R – revisit earlier learning.
T – Target the sounds and words that your child is learning or having difficulty with, but put in with well known sounds to support confidence.

40. Parent Feedback form Questions?