1. Teaching Phonics & Writing in Year 1 November 2018

2. triiodoethanol divistaeraphium
Warmer activity
Ask parents to work with a partner to try and work out what the above two words say.
Ask parents to spell the first word.

3. Applying phonic knowledge
Reading
You recognised the letters in the word by giving them a sound …
Accessing the alphabetic code
… and then combined these sounds to produce a word.
Blending
Spelling
You heard the word and broke it up into individual sounds …
Segmenting
… and then matched the most likely letter to each sound.
Accessing the alphabetic code
To read the words, as adults you would have been relatively successful because you already possess skills and knowledge of the alphabet.

4. Phonics is Phonics at a glance skills of segmentation and blending
knowledge of the alphabetical code
and

5. Phonics – key terminology
There are 4 essential terms:
Phoneme
Grapheme
Segmenting
Blending

6. Six-Phase teaching programme
Letters and Sounds
Six-Phase teaching programme
In School, you are probably aware from the reading workshops, curriculum evenings and previous information disseminated that we use Letters & Sounds as the programme to teach children phonics in school.
Six Phased phonics programme which is highly structured and systematic. On entry into Year one, most children should have hopefully been successful in working through Phases 2 and 3. That is the expectation. They should have mastered the skills of blending and segmenting and understand the terms phoneme and grapheme. A phoneme is a unit of sound. A grapheme is the written representation of the sound. Of course, there will always be children who will not be confident or what we call secure i.e. they have not mastered at least 85% of the sounds taught. Provision was put into place to address this from September.

7. Phoneme Count
A: They all have 3 phonemes (separate sounds). Each of these phonemes is represented by a grapheme.
c - a – t
b – ir – d
f – i – sh
kn – igh - t
Q: How many phonemes does each of these words have?
cat
bird
fish
knight

8. … … . .. . .. . .. fin bridge catch slaughter Progression in Phonics
Sound Buttons
fin bridge
catch slaughter …
… .
.. .
Have a go yourselves – tip – if your mouth moves it is a sound

9. Pronouncing Phonemes f l m n r s sh v th z c p t ch h b d g w qu y
Line 1 Long exaggerated sounds
Line 2 Short clipped sounds
Line 3 Softer sounds
Video on Web site if you are ever unsure

10. Letters: abcdefghijklmnopqrstuvwxyz
Letters and phonemes
Letters: abcdefghijklmnopqrstuvwxyz
Some of the 140 (approximately) letter combinations illustrated within words:
cat, look, would, put, peg, bread, cart, fast, pig, wanted, burn, first, term, heard, work, log, want, torn, door, warn, plug, love, haul, law, call, pain, day, gate, station, wooden, circus, sister, sweet, heat, thief, these, down, shout, tried, light, my, shine, mind, coin, boy, road, blow, bone, cold, stairs, bear, hare, moon, blue, grew, tune, fear, beer, here, baby, sun, mouse, city, science, dog, tap, field, photo, van, game, was, hat, where, judge, giant, barge, yes, cook, quick, mix, Chris, zebra, please, is, lamb, then, monkey, comb, thin, nut, knife, gnat, chip, watch, paper, ship, mission, chef, rabbit, wrong, treasure, ring, sink
Phonemes:
/b/ /d/ /f/ /g/ /h/ /j/ /k/ /l/ /m/ /n/ /p/ /r/ /s/ /t/ /v/ /w/ /wh/ /y/ /z/ /th/ /ch/ /sh/ /zh/ /ng/ /a/ /e/ /I/ /o/ /u/ /ae/ /ee/ /ie/ /oe/ /ue/ /oo/ /ar/ /ur/ /or/ /au/ /er/ /ow/ /oi/ /air/ /ear/

11. Phonics Screening Check
Phonics Screening in the Summer term
Examples of the ‘check’
Importance of doing homework
Phonics Play
Phonic E-books
In the summer term, round about June (you will be informed) children have to sit a phonics screening check. This is statutory.
Children have to read 20 real words and 20 nonsense words. Nonsense words are denoted with a picture of an alien. Check is done on a one to one basis and take from as little as 5 minutes to 10 minutes dependent upon the child.
On table, there are some examples of the test. Some of the first words are taken from Phase 3, some from Phase 4 and then from Phase 5.
Share the Oxford Owl website and how parents can register and practise some of the sheets on line.
Emphasise the importance of doing the homework.
Phase 5 mat – practising the phonemes at home. Putting that sound into a word.

12. Expectations of Year One
Independent writers
Have a go attitude
Writing in sentences using capital letters and full stops
Using conjunctions to join sentences together (glossary of terms on website)
Using their phonic knowledge to have a go at words
Using key word cards independently

13. Why writing can be so challenging
Fine motor skills not developed
Difficulties with phonics
Having ideas or enough ideas
How to construct sentences
Vocabulary

14. Modelled/Shared Writing
How we teach writing
Modelled/Shared Writing
Demonstration
Supported composition
Scribing
Guided Writing
After writing
At the point of writing
Before writing
Independence
SPEAKING & LISTENING THROUGHOUT

15. Guided group - organisation
Teachers work with a selected group of 4-8 children
Children grouped for a common ability
Rest of class work independently either individually, in pairs, or groups
Need to establish ground rules and set expectations including what to do if stuck

16. What is ‘Talk for Writing’?
Talk for writing is . . .
When you have a go at ‘saying’ sentences out loud.
Storytelling are both good examples of the children ‘talking like a text’ – as a precursor to writing. The telling helps the child refine their text orally. It is a form of rehearsal.
Pie Corbett clip
Talk for writing is…
the developmental exploration, through talk, of the thinking and creative processes involved in being a writer.
Use to sum up and reinforce points made on previous slide.

17. Different kinds of writing
Labels, lists, captions
Recounts
Stories
Instructions
Poetry
Information texts

18. Labels, lists and captions
How you can support as Parents
Using phonics
Phonics Play website
Stretching words down their arm
Clapping out syllables

19. Recounts
Recounts
Four W’s – Who, What, Where, When
Talk before writing
Extending by using joining words
How can you support?

20. Writing instructions
How to write instructions – bullet points, types of words we use e.g. first, next, afterwards
Talking the instructions through memory or using photographs
How can you support as Parents?

21. Writing stories
Talking the story
Activity – Telling a story
Paper bag story ideas
How can you support with writing stories?

22. Practising handwriting Encouraging children to read through their work
How to support further
Scrap Books
Finger spaces
Practising handwriting
Encouraging children to read through their work
Valuing work
Not quantity – quality
Not correcting all spellings
Modelling writing yourself
Making it fun!
Children will be able to read and recognise far more sounds than they can spell accurately.

23. Questions