Phonics Workshop for Phonics Workshop for Infant ParentsInfant ParentsSupporting your child with phonics and reading

Miss Nikki Pearce13th November 2013

Learning IntentionsLearning IntentionsTo understand the importance of

phonics.

To get an idea of how phonics is taught in school.

To understand the progression through phonic phases and how to support and develop children’s learning.

What can I do at home?

Why Phonics?Why Phonics?Independent Review of the

Teaching of Early Reading by Jim Rose in 2006 (Rose Review)

Reading by Six – how the best schools do it. (Ofsted Nov 2010)

Year 1 Phonics Screening.

Why Phonics?Why Phonics?

Letters and Sounds is recommended.

Six phase teaching programme.

Why Phonics?Why Phonics?The aim is to secure essential phonics

knowledge and skills so that children can progress quickly to independent reading and writing.

Reading and writing are like a code: phonics is teaching the child to crack the code.

Gives us the skills of blending for reading and segmenting for spelling.

High quality phonics High quality phonics work…work…

Phonic work is time-limited (phases 2-4) whereas work on comprehension continues throughout life (phase 6)

Interactive multi-sensory phonic session at their own level.

A session led by a member of staff of shared reading and/or shared writing.

Opportunities for independent reading and writing.

Pace and progression is key.

Technical vocabularyTechnical vocabulary A phoneme is the smallest unit of sound in a word.

A phoneme may be represented by 1, 2, 3 or 4 letters. Eg. t ai igh

A syllable is a word or part of a word that contains one vowel sound. E.g. hap/pen bas/ket let/ter

A grapheme is the letter(s) representing a phoneme. Written representation of a sound which may consist of 1 or more letters eg. The phoneme ‘s’ can be represented by the grapheme s (sun), se (mouse), c (city), sc or ce (science)

Alliteration is the consonant sound at the beginning of several words in close succession.

Technical vocabularyTechnical vocabularyA digraph is two letters, which

make one sound.◦ A consonant digraph contains two consonants

sh th ck ll ◦ A vowel digraph contains at least one vowel

ai ee ar oy

A split digraph is a digraph in which the two letters are not adjacent (e.g. make)

A trigraph is three letters, which make one sound. E.g. igh dge

Technical vocabularyTechnical vocabulary

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.

Blending – recognising the letter sounds in a written word, for example c-u-p, and merging or synthesising them in the order in which they are written to pronounce the word ‘cup’.

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’.

Technical vocabularyTechnical vocabulary

REMEMBER!

CVC refers to phonemes NOT LETTERS!

Summary of PhasesSummary of Phases Phase 1 (on-going)

◦ To distinguish between sounds and become familiar with rhyme, rhythm and alliteration.

Phase 2 (6 weeks)◦ To introduce 19 grapheme-phoneme correspondences.

Phase 3 (12 weeks)◦ To teach one grapheme for each of the 44 phonemes in order to

spell simple regular words. Phase 4 (4-6 weeks)

◦ To read and spell words containing adjacent consonants. Phase 5 (in Yr1)

◦ To teach alternative pronunciations for graphemes and alternative spellings for phonemes.

Phase 6 (in Yr2)◦ To develop their skill and automaticity in reading and writing.

Phase 1 - ongoingPhase 1 - ongoingTo develop language and increase vocabulary

through speaking and listening activities.To develop phonological awareness.To distinguish between sounds.To speak clearly and audibly with confidence

and control.To become familiar with rhyme, rhythm and

alliteration.Use sound talk to segment words into

phonemes.

Example activities - listening walks, dodgems, Silly Soup, rhyming chants/songs,

Phase 2 Phase 2 – Up to 6 weeks– Up to 6 weeks

To introduce grapheme-phoneme correspondences

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 – only 19!They blend them together in reading simple CVC words and segment them to support spelling. – use of magnetic letters!

Phase 2Phase 2

Letter Progression (one set a week)Set 1: s a t pSet 2: i n m dSet 3: g o c kSet 4: ck e u rSet 5: h b f,ff l,ll s

Correct Articulation of Correct Articulation of phonemes is essential!phonemes is essential!

Pronunciation - not ‘uh’ on the end – use soft voice!

Video – Articulation of Sounds (Search on YouTube)

ArticulationArticulationLong oospoonmoonballoonsmoothie

Soft Soundthinkthinthickthumb

Short oocookbooklookhook

Spoken Soundthethattherethis

This is one reason why the

English Language is tricky!

Children won’t grasp this

overnight or by osmosis…they

need to be immersed in an awareness of

language throughout the

day.

Teaching SequenceTeaching Sequence

Revisit and ReviewRecently and previously learned phoneme-grapheme correspondences,

and blending and segmenting skills.

TeachNew phoneme-grapheme correspondences; skills of blending and

segmenting.

PractiseNew phoneme-grapheme correspondences; skills of blending and

segmenting.

ApplyNew knowledge and skills while reading/writing.

Phase 2 – Example ActivitiesPhase 2 – Example Activities

Sound Buttons

Box of Sounds – children sit in a circle. Place

objects in the centre of the circle. Pass a box containing grapheme cards around the circle singing. Child holding the box at the end of the song takes out the top card, identifies sound and places it next to the corresponding object. (Alternately call out a sound for the child to find)

Cross the River

Phase 2 Phase 2 – more ideas!– more ideas!

Pebbles with letters onCutlery drawer organiser – sort

objects by letters.Nursery RhymesWater brushesWriting on back/floor/wall with

finger

Tricky WordsTricky Words

Phrases to represent the word. E.g. silly ants in dustbins – said.

Jumping up to hit the wordStepping on the stairsMatching pairs gameRegular practice

Phase 3 Phase 3 – Up to 12 weeks– Up to 12 weeks

To teach children one grapheme for each of the 44 phonemes in order to read and spell simple regular words.

Naming and sounding letters of the alphabet.Recognise letter shapes and say a sound for eachHear and say sounds in the order in which they occur, and read simple words by sounding out and blending.Recognise common digraphs and read some high frequency words.

Phase 3 – Example activitiesPhase 3 – Example activities

Full Circle

Buried Treasure

Sentence Substitution

Phoneme Frames

Phase 4Phase 4 – (4-6 weeks)– (4-6 weeks)

To teach children to read and spell words containing adjacent consonants and polysylabic words.

Teaching should focus on the skills of blending and segmenting words containing adjacent consonants.They should not be taught in word families such as spot, spit, spin as the children will treat ‘sp’ as one unit.

Phase 4Phase 4

Children now have the ability to blend and segment therefore they are moving beyond simple cvc words to cvcc, ccvc, ccvcc and cccvc.

b l a ck s t r o ngc c v c c c c v c

f e l t b l a n kc v c c c c v c c

Phase 4 – Example activitiesPhase 4 – Example activities

Yes/No

Phoneme Count – prepare boxes/gift bags labelled with a number. Sort objects/words into boxes according to how many units of sound the word has in it.

Phase 5Phase 5

To teach children to recognise and use alternative ways of pronouncing the graphemes and spelling the phonemes already taught.

Teaching the long vowel phonemesRead and spell phonetically decodable 2/3 syllable words e.g. bleating, frogspawn, shopkeeper.Choose the appropriate graphemes to represent phonemes when spelling words.Recognise an increasing number of high frequency words automatically.Spelling complex words using phonetically plausible attempts

ai a-e ay Seeing themselves as writers!

Phase 5 – Example activitiesPhase 5 – Example activitiesWord Relay

Human Dominoes

When children are secure at When children are secure at phase 5 they can move on to phase 5 they can move on to

‘Support for Spelling’‘Support for Spelling’

Year 1 Phonics ScreeningYear 1 Phonics ScreeningA screening check for year one to encourage

schools to pursue a rigourous phonics programme.

Aimed at identifying the children who need extra help are given the support.

Assesses decoding skills using phonics40 items to be read (20 real words, 20

pseudo words) If children do not pass in Year 1 they have to

retake the test at the end of Year 2.

What does it look like?

Tracking and ProgressTracking and ProgressChildren are assessed briefly at the end of

each session to ensure understanding and good progression.

Children are assessed against a progress tracking grid.

Children move teaching groups to accommodate their need and ability – we stream the children by phase across the Infants.

End of phase progress checks.Year 1 Phonics screening check.

How can I help? - Reading How can I help? - Reading BooksBooksYour child will be bringing home two

reading books each week. Talk about the book, the character, what is happening in the story, predict what may happen next. Encourage a love of reading – not a chore!

Phonics Book – to support the phonics learnt at school.

Reading Book – to encourage children to develop other reading skills such as using pictures and reading on.

What else can I do at home?What else can I do at home?Ask your child to find items around the house that

represent particular sounds, i.e. ‘oo’ - ‘spoon’ ‘bedroom’

Play matching pairs – with key words or individual sounds/pictures.

Key words on the stairsPlay tricky word bingoFlashcard letters and words – how quickly can they

read them?Notice words/letters in the environment.Go on a listening walk around the house/when out

and about.Lots of activities online for children to practice

their phonic knowledge.

Phonics games websitesPhonics games websiteshttp://www.letters-and-sounds.com

http://www.ictgames.com

Thank YouThank You

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