Sacred Heart R.C. Primary Early Years Parent … Heart Catholic Primary Early Years Parent Workshops Autumn Term 2014 Phonics Workshop Mrs Helen McCarron ‘The threads of Reading:

Sacred Heart Catholic Primary Early Years

Parent Workshops

Autumn Term 2014

Phonics Workshop Mrs Helen McCarron

‘The threads of Reading: Strategies for Literacy Development’ By Karen Tankersley

‘The art of teaching reading is like weaving a beautiful tapestry. Like every tapestry, reading knowledge is made up of tightly woven, strong foundational threads. Each thread must be present to make tapestry strong, able to withstand lifelong use, and be functional through all sessions.’

Mrs Helen McCarron Phonics Workshop for Parents

Demystifying Phonics

• Terminology and Definitions

• Relationship between speech and print


At the end of the reception year...

• Literacy – Reading ELG

• Children read and understand simple sentences. They use their phonics knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read.


Phoneme – the smallest single identifiable sound, could be one, two or

three letters e.g. the letters 'sh' represent just one sound, but 'sp' represents two (/s/ and /p/)

Graphemes - a letter or a group of letters representing one sound,

e.g. sh, ch, igh, ough (as in 'though')For example, /oa/ makes the sound in ‘boat’ and is also known as a vowel digraph. There are also consonant digraphs, for example, /sh/ and /ch/.

Segmenting - to split up a word into its individual phonemes in

order to spell/write it, e.g. the word 'cat' has three phonemes: /c/, /a/, /t/

Terminology


Blending - to draw individual sounds together to read/pronounce a

word, e.g. s-n-a-p, blended together, reads snap

Digraph - digraph — two letters making one sound, e.g. sh, ch, th, ph.

Trigraph - three letters making one sound e.g. igh

Split digraph - two letters, split, making one sound, e.g. a-e as in

make or i-e in site

Terminology


Explicit Systematic Phonics

• The relationship between letters and sounds are directly taught. In a pre-established sequence.

• Letters and Sounds Programme


In school, we follow the Letters and

Sounds programme. Letters and Sounds

is a phonics resource published by the

Department for Education and Skills

which consists of six phases.


Letters and Sounds

• Importance of Flexibility

• Making a good start – Phase 1

• Systematic high quality phonics (Phase 2 and beyond)

• Multi sensory learning

• Fidelity to the programme


Letters and Sounds Overview

Som

eti

mes

need t

o re

visi

t


Letters and Sounds – Phase 1

• Crucial phase in developing speaking and listening skills and phonological awareness

• Paves the way for a systematic phonics programme to begin

• Continues well beyond the introduction of phase 2 • Needs to be shared with parents and carers • Vital for all children including those with special

educational needs and those learning English as an additional language


Phase 1

• There are 7 aspects with 3 strands.

• A1 – Environmental

• A2 – Instrumental sounds

• A3 – Body Percussion

• A4 – Rhythm and rhyme

• A5 – Alliteration

• A6 – Voice sounds

• A7 – Oral blending and segmenting.


Letters and Sounds – Phase 2

• Develops children's knowledge of grapheme-phoneme correspondence (GPC), their skills of blending and segmenting with letters and recognition of high frequency words containing GPCs not taught at that phase.

• Duration: up to six weeks. Develops children's knowledge of 19 letters of the alphabet with one sound for each. Teaches and practises the skills of blending separate sounds together into whole words for reading and segmenting whole words into separate sounds for spelling.


Phase 2

• Set 1: s, a, t, p

• Set 2: i, n, m, d

• Set 3: g, o, c, k

• Set 4: ck, e, u, r

• Set 5: h, b, f, ff, l, ll, ss


My child already knows those letters!!!!!!

Learning a letter comprises of: 1. Distinguishing the shape of the letter from other shapes 2. Recognising and articulating the sound (phoneme) associated

with that letter shape. 3. Recalling the shape of the letter when given a sound. 4. Writing the shape of the letter with the correct movement,

orientation and relationship to other letters. 5. Naming the letter 6. Being able to recall and recognise the shape of a letter from

it’s name.


Letter Sounds or Letter Names

• My name is __ and my sound is __

• Children need to know both and be able to distinguish between names and sounds.

• Capital letters are not letter names


Pronouncing Phonemes

• Teaching phonics requires technical skill in enunciation

• Phonemes should be articulated clearly and precisely.

Not ‘cuh-a-tuh’


Correct Pronunciation

• http://www.mrthorne.com/44phonemes/

• http://www.getreadingright.com/Pronouncephonemes.htm

• http://nationalstrategies.standards.dcsf.gov.uk/node/85357


http://www.mrthorne.com/44phonemes/

http://www.getreadingright.com/Pronouncephonemes.htm

http://www.getreadingright.com/Pronouncephonemes.htm

http://nationalstrategies.standards.dcsf.gov.uk/node/85357

http://nationalstrategies.standards.dcsf.gov.uk/node/85357

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’

This skill is usually taught before blending and reading printed words


Decoding - Blending

• When an individual is decoding they are using the letters on a page to retrieve the sounds associated with them. They see the letters b a t and say ‘bat.’

1. Conscious application of letter sound knowledge to

produce a plausible pronunciation

2. Automaticity – without overt attention


Encoding/Segmenting - spelling

• For writing!

• When an individual applies knowledge of letter sound relationships to identify the letters they will need to make a specific word.


Phase 3

• Set 6: j, v, w, x

• Set 7: y, z, zz, qu

• Consonant digraphs: ch, sh, th, ng

• Vowel digraphs: ai, ee, oa, oo, or, oi,

Mrs Helen McCarron

Phonics Workshop for Parents

Phase 4

• This phase consolidates all the children have learnt in the previous phases.


Phase 5

• Children will be taught new graphemes and alternative pronunciations for these graphemes.

• Vowel digraphs: ou, ie, ea

• Split digraphs: a_e, e_e, i_e, o_e, u_e


Phase 6

• The focus is on learning spelling rules for suffixes.

-s -es -ing -ed

-er -est -y -en

-ful -ly -ment -ness

Mrs Helen McCarron


What does a Phonics lesson look like?

Revisit/review Flashcards to practice phonemes learnt so far.

Teach Teach new phoneme ____

Practice Games

Apply Read captions:


Key Words

• Tricky Words – differentiated for each Phase

• Not decodable, just need to learn my sight, shape etc.

• Sparklebox


Considering Ages, Stages & Readiness

• Need to have high expectations but very aware of experiences children have had.

• Age may vary or be affected by circumstances. (Premature babies)

• Stage of development is influenced by nature and nurture.

People (family dynamics) The environment

Fortune or Luck (healthy) Self and Others


Phonics teaching will continue into Key Stage 1

• As your child enters Key Stage 1 (Year 1) they will continue to take part

in daily sessions on phonics.

• They will learn that most sounds (phonemes) can be spelled in more than one way. For example, the f sound can be written as f as in fan or ff as in puff or ph as in photo.

• This develops their knowledge of spelling choices. They will continue with this spelling work into Year 2 and beyond.

• They will learn that most letters and combinations of letters (graphemes) can represent more than one sound. For example, the grapheme ea can be read as /ee/ as in leaf or /e/ as in bread.

• This supports their reading development.

• Good phonics knowledge and skills help your child to read words fluently and spell words, but they need to understand what they are reading and understand the processes and purposes for writing too. Your help is vital here.


Ways you can support your children at home: reading

together • Teach lots of nursery rhymes – each one tells a different story.

• Enjoy and share books together – buy or borrow books that will fire their imagination and interest. Read and reread those they love best.

• Make time to read with your child throughout their time in school – PLEASE continue reading to your child, even when they are reading independently. This is very important – your child needs to practise their reading skills every day, and needs the support of an interested adult. Grandparents, older brothers or sisters can help, too.

• Let them see you reading – grown-ups can share their magazines about their favourite sport or hobby.

• Read with your child – ask your child to attempt unknown words, using their phonic skills and knowledge. Make sure they blend all through the word.

• Talk about the meaning of the book, too – take time to talk about what is happening in the book, or things that they found really interesting in an information book. Discuss the characters and important events. Ask them their views. Provide toys, puppets and dressing-up clothes that will help them to act out stories.


Reluctant Readers/Writers • Relax! Don’t Panic

• Writing

• Make sure your child sees you writing.

• Compose an email together, inviting a friend over to tea.

• Continue to make words together, using magnetic letters.

• Leave a message on the fridge door and encourage them to write a reply to you.

• Make up a story together about one of their toys. You write for them, repeating the sentences as you write. When the story is complete they can draw pictures to go with it.

• Buy stickers of a favourite film or TV programme and make a book about it.

• Make it FUN!


Reluctant Readers/Writers • Relax! Don’t Panic

• Reading

• Make sure your child sees you reading.

• Read to your child. Show you like the book. Bring stories to life by using loud/soft/scary voices – let yourself go!

• Spread books around your house for your child to dip into.

• Let your child choose what they would like to read – books, comics, catalogues.

• Read favourite books over and over again. Enjoy!

• MAKE IT FUN!


Useful Websites & Resources


www.phonicsplay.co.uk


Mr Phonics


Sparklebox and Communication4all

• Example Resources linked to each phase

• Many of the resources used in this session have been sourced from these websites.


Phonics Screening

• Tests children’s knowledge of Grapheme, Phoneme Correspondence

• Words which contain all 44 phonemes, including the alternative spellings

• Mix of real and alien words

• Pass mark – age appropriate/good level of achievement in phonics

• Pass mark in June 2014 and June 2013 was 32/40

• Take test again in Year 2 if children do not pass in Y1 Mrs Helen McCarron


Thank you for coming!


Documents

Sacred Heart R.C. Primary Early Years Parent … Heart Catholic Primary Early Years Parent Workshops Autumn Term 2014 Phonics Workshop Mrs Helen McCarron ‘The threads of Reading: