2. AIMS To share how phonics and spelling is taught at Winklebury To teach the basics of phonics and some useful phonics terms To outline the different stages in phonic development To show examples of activities and resources we use to teach phonics

3. 1. What is phonics? 2. Why is the teaching of phonics so important? 3. How is phonics taught? Learning the letter sounds Blending/Segmenting Identifying sounds in words Tricky words 4.Spelling

4. What is phonics? Phonics is a way of teaching children to read quickly and skilfully. They are taught how to: recognise the sounds that each individual letter makes; identify the sounds that different combinations of letters make - such as ‘sh’ or ‘oo’; blend these sounds together from left to right to make a word. [Source: DfES] Knowledge of 44 phonemes and 140 graphemes. Skills of blending and segmenting. Phonics = Skills of reading and spelling + knowledge of the alphabet

5. Ready to have a go?

6. ‘Ghoti’

7. Did you get it right?

8. TI – ‘sh’ as in station

9. Light - by - pie - find side

11. Letters and Sounds (5 distinct phases) Support for Spellings

12. Letters and Sounds is a phonics resource published by the Department for Education and Skills in 2007. It aims to build children's speaking and listening skills as well as to prepare children for learning to read by developing their phonic knowledge and skills. It sets out a detailed and systematic programme for teaching phonic skills for children starting by the age of five, with the aim of them becoming fluent readers by age seven.

13. Resources for IWB Big Books/Puppets Sound Cards Phonic trees

14. ‘Pure Sounds’ Need to ensure that pure sounds are used at all times. Do not add an “uh” or “er” sound to the end of sounds such as t, j, p Watch this space! The articulation of the pure sounds will be available to listen to shortly.

16. Beware: Adjacent consonants are not digraphs – they have two distinct sounds S-t-a-m-p not st-a-m-p

17. igh air ure ear

18. Sound buttons ring chick.. _ _. _ night. _.

19. 3. Teach 4. Practise 5. Apply Read or write sentences using new digraph/HFW/tricky words

20. Using pure sounds/knowledge of digraphs and trigraphs children are taught to say the sounds and then blend them together c-a-t n-ee-d m-igh-t

21. Some words unfortunately have to be learnt by sight these are called ‘Tricky words’ said because

22. This is the opposite S-t-r-e-t-ch-i-ng the word out and applying the corresponding grapheme (letter)

23. Follows on from and assumes that children are secure with their phonics up to the end of Phase 5; Termly objectives; Sessions for both the teaching of specific objectives and for direct teaching of spelling strategies; Assessment activities included in every unit. Day-to-day assessment is a principle of this programme; Objectives are phonological and morphological.

24. The teacher’s role is to teach spellings, not to give spellings

25. Understand how suffixes change the function of words Discriminate syllables in multisyllabic as an aid to spelling To identify root words, derivations, spelling patterns as a support for spelling

26. Teaching Sequence Revisit, Explain, Use Teach, Model, Define Practise, Explore, Investigate Apply, Assess, Reflect

27. What strategies do the children use? How will spelling be taught at Winklebury ? How will spelling be assessed?

28. Identify High Frequency Words for spelling and reading. Starting at YR – once first 45 can be read spellings begin! Split across 6 sets

29. Starts in Foundation Stage when the child is ready, developing across Key Stage 1 and Key Stage 2 Spellings are taught through regular 15 minute phonics sessions or spelling groups using LETTERS & SOUNDS or SUPPORT FOR SPELLINGS Revisiting – Teaching - Practising – Applying

30. Children need to be able to read a word before they can spell it. 1. Write the word/check it can be read 2. Say a sentence using the word 3. Sound-talk the word 4. Ask children to do the same 5. Discuss grapheme for each phoneme – say letter name Multiple graphemes may represent a single phoneme. These are called digraphs (e.g. ‘ar’ - two graphemes for a single phoneme) and trigraphs (e.g. ‘igh’ - three graphemes). For example, the word ship contains four graphemes (s, h, i, and p) but only three phonemes, because sh is a digraph. digraphstrigraphs 1. Ask children to write word in the air 2. Rub the word off – children have a go!

31. To split up a word into it’s individual phonemes in order to spell it – e.g. cat has 3 c-a-t ship has 3 sh-i-p Say the word Repeat using ‘sound talk’ Identify the initial phoneme – the first sound we can hear at the start of the word? How are these represented – which letter/digraph? Repeat until word is completed

32. Children are encouraged to ‘stretch’ words out for spelling applying their knowledge of phonics from taught sessions Children are encouraged to be independent spellers – we do not have word books or give spellings

33. because big elephants can’t add up so easily Give children ownership - that way they will remember them!

34. Look-Cover-Write-Check

35. Children bring home the spelling sheet for the group that they are on Children are tested each week on ALL of the spellings - quick fire spelling test In order to move on to the next group, spellings have to be 100% correct twice in a row AND there has to be evidence of them being used in their writing

36. Half-Termly - each child will be assessed using the HFW to track progress made. Each child will have their own record sheet which will follow them from year group to year group – from infant to juniors.

37. Spellings from the HFW list will be sent home to be learnt. Once your child has learnt the HFW’s then there will be no spellings sent home except for any relating to a topic. Spelling investigations may be sent home.

38. Summary Spelling has to be taught; Children need to know how to learn; Sessions are active and investigative; Learning needs to be regular, in context and applied.