Phonics in KS1Phonics in KS1An information evening for An information evening for
parents and carersparents and carers
Key Stage One – Year 1 & 2Key Stage One – Year 1 & 2
Wednesday 4th November 2015
What is phonics?What is phonics?• Identifying, classifying and differentiating
different sounds.• Identifying letters and sounds within words.• Blending phonemes into words for reading
(decoding).• Segmenting words into phonemes for
spelling/writing (encoding).• Building up key spelling strategies to
improve writing and language skills.
spelling
Importance and impact of phonics
Key phonics terminology
• Phoneme: smallest unit of sound made by one or more letters. (you hear)
• Grapheme: the written form of a phoneme (you see)
• Segment: the breaking up of phonemes in words to read or write (s-n-a-p)
• Blending: the drawing of phonemes together to make a word (snap)
• Digraph – phoneme made by two letters (ai, ow, ee)• Split digraph – a diagraph split by a
consonant (ee – complete)
• Trigraph – phoneme made by three letters (air, igh)• Tricky words – words that can’t be
segmented and blended (you, was)• Alternative graphemes – graphemes
with alternative pronunciations (yes, by, very)• Suffix – common ending to words (ed, ing hopped, hopping)• Prefix – common beginning to words (finished
becomes unfinished)
Key phonics terminology
What is Grammar?• Grammar is the study of the way words are
used to make sentences.• It is the correct choice and consistent use of
present tense and past tense throughout writing.
• Singular and plural subject verb agreements.
• Prefixes and suffixes to change the meaning of a word.
pick - picked look - looked want-wanted need – needed
The dog chases the cat. The dogs chase the cats
teach- teacher care-careful
Grammar and phonicsGrammar and phonics
• Year 1 – Phase 5Alternative pronunciation and spelling.
• Year 2 – Phase 6 Spelling development, verb tenses,
prefixes, suffixes and plurals.
Phase 5 (Year 1)Phase 5 (Year 1)• Reading phonetically decodable 2-syllable and 3-syllable
words.
• Using alternative ways of pronouncing and spelling the graphemes corresponding to the long vowel phonemes.
• Spelling complex words using phonetically plausible attempts.
• Building knowledge of sight vocabulary (read simple words without the need to segment and blend them together)
ginger turkey envelope animal
ea ee e ey e_e
Beach keep be turkey complete
teecher cud wurd harf
teacher could word half
Phase 5 (Year 1)Phase 5 (Year 1)Split Digraphs (‘magic e’) are a vowel sound that has been split. We no longer use the term ‘magic e’ as it is confusing – the ‘e’ isn’t magic, it’s actually doing a job.
A digraph is two letters which together make one sound (as in the words tail, boat, feet).
When a digraph is split by a consonant it becomes a split digraph.
ae ee ie oe ue uea_e e_e i_e o_e u_e u_e
snake even slide bone flute cube
Year 1 Phonics ScreeningChildren in Year 1 have to have a compulsory phonics check in June. This consists of -
•20 real and 20 nonsense (‘alien’) words.•Nonsense words marked with an alien so that the children understand they are not real.•Words get progressively more challenging.•Completed with a teacher on a 1:1 basis.•Last approximately 5 minutes per child.•Aim is to asses their knowledge of phonics in Reception and Year 1 taught so far
Examples words from 2014 screen
voisksklardcheekquighsnarlfuel
spoilt
It is important to practise reading ‘alien’ words at home and encourage children not to guess what
they might be but to ‘read’ the words. We say it is ‘alien language’ –
What is the alien saying?
Supporting phonics at homeSupporting phonics at home
• Revise and apply the sounds sent home.• Practise making up and reading ‘alien’ words.• Play simple word games such as ‘I spy, word-snap,
phoneme – snap’.• Practise spotting spelling patterns (such as split-
diagraphs) when reading a range of books and poems.• Look for language within the environment (signs,
labels, posters and magazines).• Play online phonics games (www.phonicsplay.com)• Play word sorting games.
ow words ow (cow) ow (snow)
cowsnowgrowdown
towel window
Phase 6 (Year 2)Phase 6 (Year 2)• Read with increasing fluency• Read with increasing expression• Focus shifts from teaching phonemes to spelling and spelling
patterns.• Teaching Spelling:
– Introducing and teaching past, present, future tense– Investigating and learning how to add suffixes to words (ing, er, est, ful, ly, y, ed)
– Spelling with more accuracy.– Spelling longer and increasingly difficult words more
accurately.– Pluralisation (cat-cats, dog-dogs, dish-dishes, kiss-kisses,
leaf – leaves)
spite - spiteful rude - rudely white - whiter lucky - luckiest carry -carried
•Much higher emphasis on the independent application of phonics skills taught in previous and current phonic phases. •Higher emphasis on accurate spelling in all writing and especially ensuring the children are applying their knowledge and skills in their cross-curricular writing/work.
•Building knowledge of high frequency (sight vocabulary) and a wider range of tricky words for reading and writing.
•Build up of the understanding and use of different spelling strategies for spelling words (such as the use of ‘mnemonics’).
Phase 6 (Year Phase 6 (Year 2)2)
Supporting phonics at homeSupporting phonics at home• Regular reading is vital. Developing the ‘love of
reading’. (books, magazines, websites, bug club, menus, newspapers etc.).
• Encouraging reading in the environment.• Use key phonics vocabulary such as ‘segment’ and
‘blend’.• Encourage recognition and spelling of tricky words.• Comprehension questions to check understanding of
what they have read.• Encourage a purpose for writing – lists, diaries, letters,
postcards. • Correct accurate use of verb tenses when speaking.• Encourage correct pronunciation of words (water, twenty, because)• Encourage correct grammar in speech and in writing.
Questions to ask your child whilst reading
Building Oral Comprehension Skills Phonics/Spelling Comprehension Can you find any words with your spelling rule in for this week?Can you find any words with the ………… sound in it?Are there any other ways that you could spell this word?Can you find alternative phonemes?Can you find a word with a digraph/trigraph/split-digraph?Could you change the tense of that word?Can you make that word a plural?Can you find the key word _____ ?Can you find the opposite word to _______?Could we use a different/alternative word to ______?Could we improve this sentence by adding adjectives?
What do you think this book is about?What clues can you spot that tell us more about the book.Is it real or imaginary? Fact or fiction?What clues do the pictures give us about the story/text?What has happened? Can you change/add expression to the characters voice?What do you think that word means? Can you find the word that is opposite to the word . . . .?Can you predict what will happen next?How do you think … would say this? (angrily, happily, softly)Is there anything that puzzles you? What makes you think that…?What do you think…?What words give you that impression…?How do you feel about…?Can you explain why…?Do you like the part where…?What have I learnt from this book?Can you retell the story?Can you change the setting of the story?Can you think of another ending for the story?What facts have I learnt from the text?