1. Reading workshop
Phonics
Ms El-Azizi

2. Aims of this reading workshop
To enable parents to know how to better support their children in their learning of phonics.
To answer questions regarding the teaching and learning of phonics.

3. Being a successful reader
Two main skills Phonics – decoding by blending the sounds in words to read them Language comprehension- understand what the word means within the context it appears Language development and phonics working together supports reading development.

4. Phonics at a glance Phonics is… Skills of segmentation and blending
Knowledge of the alphabetic code.

5. How many phonemes can you hear in cat?
Some Definitions
A Phoneme
This is the smallest unit of sound in a word.
How many phonemes can you hear in cat?

6. Some Definitions A grapheme
These are the letters that represent the phoneme.
Children need to practise recognising the grapheme and saying the phoneme that it represents.
The grapheme could be 1 letter, 2 letters or more!
i ie igh

7. Definitions
A phoneme you hear
A grapheme you see

8. This is where it gets tricky!
Phonemes are represented by graphemes.
A grapheme can consist of 1, 2 or more letters.
A phoneme can be represented in more than one way ( cat, kennel, choir)
The same grapheme may represent more than one phoneme ( me, met)

9. Blending
The ability to recognise each sound in a written word, for example
c-u-p
and merging or ‘blending’ them to pronounce the word ‘cup’.

10. Segmenting Blending and segmenting are reversible processes
‘Chopping Up’ the word into the individual sounds
The opposite of blending – used for spelling words
Identifying the individual sounds in a spoken word (e.g. h-i-m , s-t-or-k) and writing down letters for each sound to form the words him and stork
Blending and segmenting are reversible processes

11. 26 letters of the alphabet 44 sounds in the English Language
Cracking the Code
26 letters of the alphabet
44 sounds in the English Language
144 different ways we put letters together to represent the sounds
Regular words / 20% irregular

12. Letters and Sounds
Letters and Sounds is divided into six phases, with each phase building on the skills and knowledge of previous learning.
Children have time to practise and rapidly expand their ability to read and spell words.
They are also taught to read and spell ‘tricky words’, which are words with spellings that are unusual.

13. Phonics Lesson format
In each year group, phonic lessons follow the same format:
Revise: The children will revise previous learning.
Teach: New phonemes or high frequency or tricky words will be taught.
Practise: The children will practise the new learning by reading and/or writing the words.
Apply: The children will apply their new learning by reading or writing sentences.

14. Phase 1 Tuning into sounds (auditory discrimination)
Listening and remembering sounds (auditory memory and sequencing)
Talking about sounds (developing vocabulary and language comprehension)

15. Aspect 1: Environmental sounds
Stories – Walk around local area
Aspect 2: Instrumental sounds
Bag of instruments – Add sound effects
Aspect 3: Body percussion
Action songs and rhymes
Aspect 4: Rhythm and rhyme
Rhyming stories – What rhymes with…?
Aspect 5: Alliteration
Having fun with names – Story characters
Aspect 6: Voice sounds
Adding different voices to stories
Aspect 7: Oral blending and segmenting
Robot speech c-a-t and Put it together

16. Children will also learn to read the words ‘the, to, go, I and no.’
Phase Two Up to 6 weeks
By the end of phase two children should be able to read some vc and cvc words.
Children will also learn to read the words ‘the, to, go, I and no.’
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
Five sets of letters are introduced – one set per week.

17. Children are taught another 25 graphemes.
Phase Three 12 weeks
Children are taught another 25 graphemes.
Children continue to blend and segment CVC words for reading and spelling.
Children will then use this knowledge to blend and segment two syllable words.
Set 6: j, v, w, x
Set 7: y, z, zz, qu
Consonant digraphs: ch, sh, th, ng
Vowel digraphs: ai, ee, igh, oa, oo, ar, or, ur, ow, oi, ear, air, ure, er

18. Using phoneme frames – segmenting for spelling1 2 3 4 sh ee p c r a b ea t
Use your white boards to draw a 4 phoneme frames to segment and spell these words:
Now, road, meat, right, beard, shook, shorter, church, waiter
Use fewer words 18

19. Segment and blend these words…
drep
blom
gris
Nonsense games like this help to build up skills – and are fun!

20. Phase Four 4 – 6 weeks
By Phase 4 children are able to represent each of 42 phonemes by a grapheme. Children will be able to blend and segment CVC words for reading and spelling.
Phase 4 is consolidation of children’s knowledge. Children are encouraged to practice blending for reading and segmenting for spelling of adjacent consonants.

21. Phase Five Throughout year one
Children will broaden their knowledge of graphemes and phonemes.
They will learn alternative pronunciations of graphemes
including
split digraphs.
Children will be taught new graphemes and alternative pronunciations for these graphemes and graphemes they already know. They will begin to learn to choose the appropriate grapheme when spelling. The children will be automatically decoding a large number of words for reading by this point.

24. Phase Six Throughout year 2
Children working at phase six can read hundreds of words automatically.
Children can decode words quickly and silently.
Children’s spelling will be phonemically accurate.
In phase 6 children will be reading longer and less familiar texts independently and fluently. It is crucial that at this point children are now reading to learn and reading for pleasure.
Children should be able to read the 300 high frequency words. At this point it is important that comprehension strategies are developed so that children clarify meaning, ask and answer questions about the texts they are reading, construct mental images during reading and summarise what they have read.
In spelling children are introduced to the adding of suffixes and how to spell longer words. Throughout the phase children are encouraged to develop strategies for learning spellings.
During this phase children become fluent readers and increasingly accurate spellers.

25. shelf dress sprint right Segmenting Activity
Using ‘sound buttons’ can you say how many phonemes are in each word.
shelf
dress
sprint
right

26. Did you get it right? shelf = sh – e – l – f = 4 phonemes
dress = d - r - e – ss = 4 phonemes
sprint = s – p – r – i – n – t = 6 phonemes
right = r – igh – t = 3 phonemes

27. Phonic learning is fun!
The children learn and practise their phonemes in lots of fun ways:
Using phoneme frames, “sound buttons” and whiteboards to spell words.
Playing games – table games or interactive games on the computer.
- websites such as Phonics Play have lots of games and activities.
- Bingo, Buried Treasure, being phoneme “detectives”.
Reading and writing sentences. Silly sentences are great fun!
Sequence in lesson of revisit/revise, teach, practise, apply

28. High Frequency Words
These are the common words that the reader will come across very early in their reading experience as they appear in even the simplest of texts.
Some of these are de-codable such as and, Dad etc. Some of them are called “tricky words” such as was, you, the.
If a child can read the first 100 high frequency words they have access to 50% of virtually any text.

29. Your child receives a spelling list every week
KS2 Spellings
Can you see what is happening ?
make make + ing = making
take take + ing = taking
If a word ends in an e you must drop the e before adding ‘ing’.
Your child receives a spelling list every week
Spellings is explicitly taught;
Rules, and patterns are investigated using a multi- sensory approach

30. Spelling Strategies Roots :
To learn my word I can find the word root. I can see whether the root has been changed when new letters are added e.g. for a prefix, suffix or a tense change.” e.g. smiling – root smile + ing; Woman wo + men; Signal sign + al
Spelling Syllables and Phonemes:
To learn my word I can listen to how many syllables there are so I can break it into smaller bits to remember. Then I can identify the phonemes in each syllable.” e.g. Sep-tem-ber
Analogy:
To learn my word I can use words that I already know to help me.” e.g. could, would, should

31. How to use these strategies at home
John let his pet frog go. It ******across the grass. What is the first sound?
It h***** across the grass. What would make sense?
It hopping across the grass. Does that sound right?
It hopped across the grass.

33. What can you do at home to support your child’s spelling?
Read as much as possible!
Don’t panic about spelling mistakes
Encourage your child to always ‘ have a go’ first
Ask your child to ‘sound out’ a spelling
Count the syllables
Discuss spellings / rules / ways to remember

34. Reading at home Please… Continue to read with your child every day.
Complete your child’s reading record daily.
Talk about the book with your child and check that they understand what they have read.
Feel free to read parts of the book to your child.
Enjoy sharing the book.
Think about the best time to practise reading.

35. NEXT Workshop: Guided Reading
Thank you for coming
NEXT Workshop: Guided Reading
Thursday 15th November

36. NEXT Workshop: Guided Reading
Any questions?
NEXT Workshop: Guided Reading
Thursday 15th November