1. Fussing about Phonics! Supporting your child with reading and writing Ilchester Community Primary School 22 nd October 2012

2. Aim   To explain our approach to teaching phonics and reading, enabling you as a parent/carer to support your child more easily and more effectively at home. Can you read this passage?

3. How did YOU learn to read?  Flashcards?  Sentence Builders?  Letterland?  Phonics?  Reading Schemes?  Quickly/Slowly?  ITA?  Can’t Remember?

4. What is Synthetic phonics?

5. Pupils should be taught to use the knowledge and skills that define synthetic phonics as their first strategy in decoding and encoding print. This is because, on present evidence, synthetic phonic work is the most effective and systematic approach to teaching reading and spelling and reflects what is known about how children learn to read. Pupils should be taught to use the knowledge and skills that define synthetic phonics as their first strategy in decoding and encoding print. This is because, on present evidence, synthetic phonic work is the most effective and systematic approach to teaching reading and spelling and reflects what is known about how children learn to read. (Rose Report) (Rose Report)

6. Children Need to Know:  The skill of segmenting plan = p-l-a-n  The skill of blending = p l a n-pl a n- pla n- plan  The knowledge of which letters (graphemes) match which sounds (phonemes).

7. The Phonic Code  44 phonemes  26 letters  144 combinations of letters to represent the 44 phonemes

8. Definitions   A phoneme is the smallest unit of sound in a word

9. Grapheme-Letter(s) representing a phoneme t ai igh

10.   Blending Recognising the letter sounds in a word and merging or synthesising them in the order in which they are written to pronounce the word “cup”.

11.   Oral blending Hearing a series of spoken sounds and – merging them together to make a spoken word –no text is used. For example, when a teacher calls out ‘b-u-s’, the children say ‘bus’ – This skill is usually taught before blending and reading printed words

12.   Segmenting Identifying the individual sounds in a spoken word (e.g. h-i-m) and writing down or manipulating letters for each sound to form the word “him”

13.   Digraph Two letters, which make one sound A consonant digraph contains two consonants sh ck th ll A vowel digraph contains at least one vowel ai ee ar oy

14.   Trigraph Three letters, which make one sound igh dge

15.   Split digraph A digraph in which the two letters are not adjacent (e.g. make)

16. At School  20 minutes of discrete phonics teaching each day  Use of the letters and sounds programme with 6 key teaching phases  Application of phonics teaching through new literacy framework  Reading books changed at least 3 times per week  Guided reading 3/4 times per week  Individual reading where appropriate  Continued support throughout school

17. Letters and Sounds  Systematic approach to teaching the phonemes and graphemes.  Phases 1-6  Fast pace  Interactive  Regular

18. Phase 1-Pre school  In developing their phonological awareness children will improve their ability to distinguish between sounds and to speak clearly and audibly with confidence and control.

19. Phase 1 Outcomes  Explore and experiment with sounds and words  Listen attentively  Show a growing awareness and appreciation of rhyme, rhythm and alliteration  Speak clearly and audibly with confidence and control  Distinguish between different sounds in words  Develop awareness of the differences between phonemes

20. How can you support phase 1 at home?   Nursery rhymes   Storytelling   Listening tapes   Robot talk   Be aware of your own enunciation – practise together in the mirror!   Skipping/clapping rhymes   Don’t skip this bit!

21. Phase 2-Foundation Stage  To introduce grapheme-phoneme (letter-sound) correspondences.

22. Phase 2 Outcomes  Children know that words are constructed from phonemes and that phonemes are represented by graphemes  They have knowledge of a small selection of common consonants and vowels taught in sets.  They blend them together in reading simple CVC words and segment them to support spelling.

23. 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

24. Sort the words Can you sort these CVC words into real and nonsense words?

25. Words sometime wrongly identified as CVC!   bow   few   saw   her

26. Ennuciation   Stretchy sounds - e.g. ssssss, mmmmmm, llllllll, nnnnnn, shhhhhhh, rrrrrrr, zzzzzzzz, vvvvvvv   Bouncy sounds - e.g. /c/ /t/ /p/ /b/ /d/ /g/   No schwa-ing! c not „cuh ‟ Let’s listen!!!

27. Phase 3-Foundation stage/Year 1  To teach children one grapheme for each of the 44 phonemes in order to read and spell simple regular words.

28. Phase 3 Outcomes  Children link sounds to letters, naming and sounding the letters of the alphabet.  They recognise letter shapes and say a sound for each.  They hear and say sounds in the order in which they occur in the word,  They read simple words by sounding out and blending the phonemes all through the word from left to right.  They recognise common digraphs and read some high frequency words.

29. Phonemes  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

30. Phase 4-Year 1  To teach children to read and spell words containing adjacent consonants. black, flat, strip, chest

31. Phase 4 Outcomes-Year 1  Children are able to blend and segment adjacent consonants in words  They apply this skill when reading unfamiliar texts and in spelling.

32. Segmenting Segment these words into their constituent phonemes shelf dress green think stretch sprint flick

33. Were you right?

34. Phase 5-Year 1/2  Teaching children to recognise and use alternative ways of pronouncing the graphemes and spelling the phonemes already taught. Mean Bread

36. Phoneme Spotter Stories  Read the story and find all of the ay words within the text.  Work together to classify the sounds according to how the ‘ay’ words are spelt.

37. Strategies/Games  Sound buttons  Buried treasure  Phoneme frames  Phoneme spotter stories  Countdown  Yes/No questions

38. Phase 6-Year 2  Content matches Year 3 spelling programme  Moving into spelling strategies and skills  Plurals  Suffixes  Prefixes  Past tense ed/ing

39. High Frequency Words Some words can not be sounded out or blended and need to be recognised as a whole e.g. said the eyes These are taught as tricky words. Children develop their ability to do this over time. Children develop their own way of remembering these words. Some words can not be sounded out or blended and need to be recognised as a whole e.g. said the eyes These are taught as tricky words. Children develop their ability to do this over time. Children develop their own way of remembering these words.

40. Key Stage 2  If children have gaps with spelling or reading they will revisit the appropriate phonic phase  It is recommended that children revise phase 5 alternative spellings during year 3  Children will be assessed and given access to high quality phonics teaching  All staff have received training

41. The Year 1 Screening Check   Every Year 1 child in the country will be taking the phonics screening check in the same week in June.   The aim of the check is to ensure that all children are able to read by the end of year two.   This ‘midpoint check’ will ensure that we have a clear understanding of what the children need to learn in year 2. Let’s have a look!

42. “Children are made readers on the laps of their parents.”

43. Firm Foundations at Home and School  Bedtime stories (read or oral)  Word Play: nursery rhymes nursery rhymes nonsense rhymes nonsense rhymes songs and music songs and music linking all this to body movement linking all this to body movement learning by heart through repetition learning by heart through repetition

44. The phonic stage – tuning in to the sounds in words:  ‘I spy’ variations  Learning to say or sing the alphabet * – alphabet books  Sorting toys etc by initial sound  Shopping – matching labels, noticing letters

45. The phonic stage – tuning in to the sounds in words:  Support with sounding out simple words in books  Building simple words with magnetic letters  Support with letter formation of lower case letters

46. Most Importantly…Have Fun!!!!

47. How many Phonemes, Syllables, Letters? ampensitnecksmellchinshipstopplainfloatmoonfeelingbridgenighthomechildren

48. Questions?????