1. Reading Forum DUCKS Year 2

2. Playing with Sounds Phonics Scheme Advanced and Third Phonics Code

3. Why do children need to learn phonics 1.Learning to speak is a natural process that children learn without being taught. 2.Learning to read and write is not learnt naturally. Children need to be explicitly taught the ‘secret’ code of the English Language. They need to know how to write the letters and to know what sound each letter makes and to learn the irregularities of the English Language. 3. Children use their phonics skills every day in reading and writing. ‘Sounding out’ is a skill children use to try and read an unknown word. Breaking/segmenting a word into its individual sounds is used for spelling.

4. Basic Code- Oral Blending and Segmenting Children learn these listening skills before learning how to read and write letters. Oral Blending: ability to blend sounds together to make words: f-r-o-g = frog Oral Segmenting: breaking words down into individual sounds for spelling: dog= d-o-g

5. Basic Code Skills In Year 1 children learn 4 skills Matching letters to sounds. Blending sounds together to read words. Segmenting sounds in words for spelling. To understand that 2 or more letters represent one sound.

6. The Order of Phonemes Taught in Year 1 s m c t g p a o r l d b f h i u v w y z j n k e ll ff ss zz sh ch th wh ck ng qu x

7. Skill 1:- Children learn to match letters to sounds. It is important children say their sounds correctly (especially for spelling). www.getreadingright.com.auwww.getreadingright.com.au - click on ‘free resources’ and then ‘pronounce the phonemes’.

8. Skill 2: Learn to blend sounds to read words. Always say letter sounds when trying to sound out unknown words. frog stamp train

9. Skill 3- Segment Sounds in words for spelling frog

10. Skill 4- To understand that sometimes two or more letters represent one sound sh ch th wh qu

11. Advanced Code- To understand that one sound can be spelt in different ways. Children still use blending skills for reading but they need to learn the different ways that the ‘a’ ‘e’ ‘i’ ‘o’ ‘u’ sounds are spelt so that when reading they know how to read that sound. train pie high

12. Ability to understand that some sounds can be spelt in different ways. The Advanced Code. How many ways can we spell the ‘a’ sound? ai ay a-e a train play game baby

13. ee ea e_e y e tree eat eve funny me i igh y ie i_e find night my pie kite oa ow o_e oe boat bow nose toe oo ew ue u_e moon flew glue rude

14. Understand that some words are irregular and cannot be sounded out. Camera Words- 36 basic code and 36 advanced code. Learn 6 with each unit. Children need to learn to read these words and then learn to spell them. These are words that come up regularly in reading and writing.

15. Spelling Homework When writing words children still use their segmenting skills and their knowledge that 2 or more letters can make one sound. Learning to spell camera words is the only time children have to memorise spellings. Encourage your child to use their segmenting skills. Segment each sound in the word. When you come to the spelling pattern e.g. ‘ai’ sound ask child to remember how to spell that sound. train

16. Third Code- Order of Phonemes Taught r rr wr run hurry wrist oi oy toilet toy ph f ff nephew fit sniff

17. ow ou cow out c ce s se ss space bounce sun tense less u oo oul full book would

18. ar a ear car sharp heart ir er ear ur or girl her pearl fur word or au aw al ore for haul paw talk more

19. air ear are ere hair pear care where j dge ge g jam edge cabbage page ch tch tu chop match picture sh ci ti ship magician potion

20. Reading As well as decoding and using a variety of strategies for reading for meaning, questioning is extremely important in ensuring children can fully understand and totally engage with texts.

21. Reading Recall Comprehension Application Analytical Synthesis Evaluation

22. Recall Questions These questions will help children recall or revise material they have previously read. Where does the story take place? When did the story take place? What did s/he/it look like? Who was s/he/it? Where did s/he/it live? Who are the key characters in the book? Where in the book would you find...?

23. Comprehension Questions Children show an understanding of the main points of a story. They describe what they know. They give examples, summarise or outline key basic points in their own words. They link stories with personal experience Describe..., e.g. the giant What do you think is happening here? What happened in the story? What might this mean? e.g. proudly Through whose eyes is the story told? Which part of the story best describes the setting? Which words/phrases tell you that... e.g. the setting is spooky Which part tells you..., e.g. they were annoyed that Goldilocks was in their house Why do...? e.g. why do people need to look after their teeth?

24. Application Questions Application means that the information learned can be applied in different contexts. It requires children to transfer knowledge learned from one context to another. It requires children to make links with other stories. Do you know any other story which has a similar theme, e.g. good over evil, weak over strong, wise over foolish? Can you think of another story which deals with the same issues, e.g. social, cultural, moral, issues? Can you think of another author who handles time in this way? e.g. flashbacks, dreams Which stories have openings like this?

25. Analytical Questions Building on existing knowledge. Children are required to identify implicit meanings, make inference and deduction, becoming aware of the author’s intentions. Children should Refer to the text when explaining views about events or characters. How does the layout help...? e.g. paragraphs, sub-headings, font Why are words misspelt in this comic? What makes you think that? What words give you that impression? How did...? e.g. the ostler betray Bess and the Highwayman? Can you explain why? Do you agree with...’s opinion? I wonder what the writer intended? Explain why the writer has decided to...? I wonder what was in the author’s mind here?

26. Synthesis Questions Synthesis questions ask children to take an idea from one context and reapply it in a different context. What ideas are we given about...? e.g. impact of weather What does the author think about...? e.g. looking after the countryside What is your opinion? What evidence do you have to support your view? Using evidence from the text can you tell me what you feel about...? Based on what you have read, what do you think about, e.g. global warming? What would this character think about...? (possibly a present day issue) Look at the descriptions of 3 people. Who is most likely to buy this book?

27. Evaluation Questions Evaluation questions require children to make judgements about what they have analysed and explain the reasons for those judgements Evaluation questions encourage children to compare and contrast What makes this a successful text? What evidence do you have to justify your opinion? Does it work? Could it be better? Is it as good as...? Which is better and why? Which text do you think is more/most effective? Which text is giving the writer’s own opinion? How do you know?

28. Reading Assessment Focus AF1Decoding of text, reading for meaning. AF2Describe, understand and retrieve information, events or ideas with reference. AF3Interpret, deduce or infer information or events. AF4Identify and comment on the structure and organisation of texts (incl. grammar and presentation). AF5Explain and comment on the writer’s use of language. AF6Identify and comment on the writers purposes and viewpoints and the overall effect on the reader. AF7Relate texts to their social, cultural and historical contexts and literary traditions.

29. www.getreadingright.com.au Please read the parent guide which has been sent home. Most important of all have fun helping your child consolidate their reading skills at home!