1. Phonics at Beecroft Academy.
October 2014
Miss Jenkins
Mrs. Willsher

2. Agenda Welcome and introduction Importance of oral work
Phonics terminology
Blending and segmenting
Overview of Letters and Sounds
How parents can help at home

3. Introduction.
“it is generally accepted that it is harder to learn to read and write in English because the relationship between sounds and letters is more complex than in many other alphabetic languages”
“it is crucial to teach phonic work systematically, regularly and explicitly because children are highly unlikely to work out this relationship for themselves”

4. knowledge of the alphabetic code skills of segmentation and blending
phonics is
knowledge of the alphabetic code
skills of segmentation and blending +
Explanation
a phoneme can be represented by one or more letters
sh, th, ee
the same phoneme can be represented/spelled in more than one way
rain, may, lake
the same spelling may represent more than one phoneme
mean, deaf 4

5. SVoR The Simple View of Reading

6. The ability to read and understand the words on the page.
Two Dimensions
The ability to read and understand the words on the page.
WORD RECOGNITION

7. LANGUAGE COMPREHENSION
Two Dimensions
The ability to understand written and oral language.
LANGUAGE COMPREHENSION

8. - - + + Good language comprehension, poor word recognition
Good word recognition, good language comprehension - +
Good word recognition, poor language comprehension
Poor word recognition, poor language comprehension -
Language comprehension

9. Oral Language of crucial importance
oral comprehension underpins reading development
“Talk is the sea upon which all else floats” (James Britton, 1970)
vocabulary development
heavy influence of social factors

10. Phonics terminology

11. digraph sh ck th ll ai ee ar oy two letters, one sound
a consonant digraph contains two consonants
sh ck th ll
a vowel digraph contains at least one vowel
ai ee ar oy 11

12. a digraph in which the two letters making the sound are not adjacent
split digraph
a digraph in which the two letters making the sound are not adjacent
(e.g. make) 12

13. three letters making one sound
trigraph
three letters making one sound
igh dge 13

14. phonemes and graphemes
phoneme – the smallest unit of sound in a word (44 phonemes in spoken English)
grapheme – a letter or group of letters that represent a sound
digraph – a grapheme where two letters represent one sound
trigraph – a grapheme where three letters represent one sound
split digraph – a digraph where the two letters are not adjacent
tricky words- words which when sounded out do not follow the normal spelling patterns

15. Blending and Segmenting
Children need to be able to:
break down the spoken word into its letter sounds;
remember the order of the letter sounds;
remember the grapheme for each sound;
blend the letter sounds together to check that the phonemes in the spoken word map on the sequence of letters in the printed word. 15

16. c a t b ir d f i sh kn igh Phoneme Grapheme A sound in a word
A letter or sequence of letters that represent a sound c a t b ir d f i sh kn
igh

17. 01/05/08
Sound buttons
rain
bright
cat
church 17

18. 01/05/08
Now it’s your turn…
foil
broom
toast
slight
crayon
speed 18

19. 01/05/08
speed
crayon
slight
toast
broom
foil 19

20. Letters and Sounds Three Strands
tuning into sounds
(auditory discrimination)
listening and remembering sounds
(auditory memory and sequencing)
talking about sounds
(developing vocabulary and language comprehension)

21. Letters and Sounds Seven Aspects
1 – environmental sounds
2 – instrumental sounds
3 – body percussion
4 – rhythm and rhyme
5 – alliteration
6 – voice sounds
7 – oral blending and segmenting

22. REVISIT/ REVIEW TEACH PRACTICE APPLY
The Teaching Sequence
REVISIT/ REVIEW TEACH PRACTICE APPLY
daily discrete session
approximately 15/20 minutes
multi-sensory
active

23. REVISIT/REVIEW
Phase 2 example Recall a selection of previously taught GPCs. Read yesterday’s spelling words. Sing an alphabet song.

24. TEACH
Phase 2 example Teach a new GPC. For example, introduce <u> on its own and then in words (sun, up, mum, nut). ‘Sky write’ the letter, saying the phoneme as you do so. Use a mnemonic to help the children remember.

25. PRACTISE
Phase 2 example Play “what’s in the box?” Present a ‘treasure box’ with words written on ‘coin’ cards. Ask a child to choose a card and put it on the board. Blend and segment (in pairs).

26. APPLY
Phase 2 example Provide sentences for the children to read using their new and existing knowledge.

27. Letters and Sounds Phonic Phases
prompt start in YR
up to 6 weeks
GPCs – s, a, t, p, i, n, m, d, g, o, c, k, ck, e, u, r, h, b, f, ff, l, ll, ss
moving on from oral blending and segmenting to using letters
reading and spelling VC and CVC words
‘tricky’ words: the, to, go, no, I
Phase 2

28. Letters and Sounds Phonic Phases
up to 12 weeks – YR
GPCs – 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
reading and spelling CVC and two- syllable words
‘tricky’ words: he, she, we, me, be, was, my, you, her, they, all, are
Phase 3

29. Letters and Sounds Phonic Phases
4 to 6 weeks
YR/Y1
no new GPCs
blend and segment words with adjacent consonants (e.g. went, frog, stand, jumps, shrink)
‘tricky’ words: said, so, have, like, some, come, were, there, little, one, do, when, out, what
Phase 4

30. Letters and Sounds Phonic Phases
throughout Y1
GPCs: ay, ou, ie, ea, oy, ir, ue, aw, wh, ph, ew, oe, au, a-e, e-e, i-e, o-e, u-e
known graphemes for reading and common alternative pronunciations
‘tricky’ words: oh, their, people, Mr, Mrs, looked, called, asked, water, where, who, again, though, through, work, mouse, many, laughed, because, different, any, eyes, friends, once, please
Phase 5

31. Letters and Sounds Phonic Phases
throughout Y2
Support for Spelling
increasing independence and fluency
rarer GPCs
polysyllabic words
‘tricky’ words: as needed
Phase 6

32. Ways to help at home Daily reading- signing diaries and comments,
EYFS and KS1 have phonics home learning
Encourage segmenting and blending
Don’t make it a battle – if they are tired share the book.
See school web-site for video for examples
Ask your class teacher for support.
See handout attached.

33. Questions, discussion
and close.