1. Phonics at WIS Training for LSAs 15.10.14 Lucy Nicholls and Heather Vickery

2. AIMS FOR THE SESSION To identify the key vocabulary and understand its use with learners To ensure all LSAs are clear on the progression and expectations of the Phonics curriculum taught at WIS To provide clear and practical activities, which can be used to support small group teaching

3. W HAT IS P HONICS ? It is like a foreign language to new learners Phonics teaches learners to read and write through Auditory not Visual perspectives

4. K EY VOCABULARY Grapheme Blend Phoneme Segment Digraph Split digraph Alliteration Synthetic phonics Syllable Rhyme Trigraph

5. K EY VOCABULARY Grapheme3 Blend 5 Phoneme8 Segment 9 Digraph 4 Split digraph 6 Alliteration 2 Synthetic 7 phonics Syllable 1 Rhyme 11 Trigraphs 10

6. What schemes do we have in school? - We previously used the teaching sequence from Read Write Inc. - Last year we made the transition to Letters and Sounds.

7. F IVE E LEMENTS OF P HONICS IN L ETTERS AND SOUNDS Learning the sounds of spoken English Learning the letters and letter patterns which represent these sounds Blending sounds for reading Segmenting words for writing Reading and spelling High Frequency Words (Tricky words) - taught through Action words

8. L ETTERS AND S OUNDS Speaking and listening skills Phonic knowledge and skills 6 Phases Starts in FS1 with Phase 1. Intended to finish in Y2 with Phase 6.

9. L ETTERS AND S OUNDS

10. P HASE O NE – 7 ASPECTS environmental sounds instrumental sounds body percussion rhythm and rhyme alliteration voice sounds oral blending and segmenting

11. P HASE O NE – P HONOLOGICAL AWARENESS The ability to hear sounds in words and play around with the sounds rhyme bat, cat, mat alliteration cuddly cats syllables – cat-er-pill-ar onset and rime h-air, ch-air, fl-air changing sounds in words bet, bat, but

12. P HASE T WO AND THREE SOUNDS Children are explicitly taught the sounds that letters represent. Introduction to the vocabulary – phoneme, grapheme and digraph. Children develop blending skills for reading and segmenting skills for spelling.

13. P HASE F OUR Children move to Phase 4 when they know all the phonemes from Phase 2 and 3 and can use them to read and spell simple words. Phase 4 does not include any new taught sounds. It focuses on reading and spelling longer words with the phonemes they already know. These words have consonant clusters at the beginning: spot, trip, clap, green, clown Or at the end: tent, mend, damp, burnt Or at the beginning and the end: trust, spend, twist

14. P HASE FIVE Children are taught new graphemes for reading. They learn alternative pronunciations of graphemes (the same grapheme can represent more than one phoneme). fin/find, cat/cent, got/giant, cow/blow tie/field, eat/bread, hat/what, yes/by/very, chin/school/chef, out/shoulder/could/you

15. P HASE SIX Focuses on spelling and teaches children spelling rules and spelling alternatives. Children look at syllables, base words, meaning and mnemonics. Children are introduced to the past tense (-ed) Children are taught the rules for adding suffixes: –ing, ed, -s, -es,, -ies, -er, -est, -y, -ful, and –less. They learn about irregular verbs. They learn words ending in – tion, -sion Investigate and learn how to add prefixes: un- and dis-

16. U LTIMATE G OAL Children should know most of the common grapheme phoneme correspondences (GPCs). They should be able to read hundreds of words,doing this in three ways: reading the words automatically if they are very familiar; decoding them quickly and silently because their sounding and blending routine is now well established; decoding them aloud. Children’s spelling should be phonemically accurate, although it may still be a little unconventional at times. Spelling usually lags behind reading, as it is harder. At this stage many children will be reading longer and less familiar texts independently and with increasing fluency. The shift from learning to read to reading to learn takes place and children read for information and for pleasure.

17. P HASE O NE ACTIVITIES Heather Vickery

18. P HASE TWO ACTIVITIES Heather Vickery

19. P HASE THREE ACTIVITIES Heather Vickery

20. P HASE F OUR ACTIVITIES Lucy Nicholls BURIED TREASURE Children read the words and sort the: ‘real’ words = Treasure ‘alien’ words = Rubbish

21. P HASE F IVE ACTIVITIES Lucy Nicholls Meet the long vowel teams – A E I O U Mr A Mr E Mr I Mr U

22. P HONEME SPOTTER Mr U

23. P HONEME S POTTER Mr U oo u-e ue ew u

24. U SEFUL RESOURCES www.phonicsplay.co.uk Username: wisyr1 Password: wisyr1

25. U SEFUL RESOURCES P:\PDrive 2013- 2014\Literacy\Phonics at WIS\Phonics Training for LSAs Slides from the session Resources: Activities for printing will be saved – please add to this folder and share activities

26. T HANK YOU