Subject knowledge and systematic teaching and learning of phonics

1. Subject knowledge and systematic teaching and learning of phonics

2. Phonics at a glance phonics is skills ofsegmentationand blending knowledge ofthe alphabeticcode +

3. identifying sounds in spoken words; • recognising the common spellings of each phoneme; • blending phonemes into words for reading; • segmenting words into phonemes for spelling. Phonics consists of:

4. Some definitions A phonemeis the smallest unit of sound in a word.

5. Some definitions Grapheme Letter(s) representing a phoneme. t ai igh

6. Phonemes and graphemes phoneme smallest unit of sound in a word grapheme a letter or sequence of letters that represents a phoneme Terminology

7. Phonemes and graphemes • Phonemes are represented by graphemes. • A grapheme may consist of one (t), two (ch) or more letters (igh). • A phoneme can be represented/spelled in more than one way: cat, kennel, choir. • The same grapheme may represent more than one phoneme: me, met.

8. Letters and phonemes Letters: a b c d e f g h i j k l m n o p q r s t u v w x y z Some of the 140 (approx.) letter combinations illustrated within words: cat, look, would, put, peg, bread, cart, fast, pig, wanted, burn, first, term, heard, work, log, want, torn, door, warn, plug, love, haul, law, call, pain, day, gate, station, wooden, circus, sister, sweet, heat, thief, these, down, shout, tried, light, my, shine, mind, coin, boy, road, blow, bone, cold, stairs, bear, hare, moon, blue, grew, tune, fear, beer, here, baby, sun, mouse, city, science, dog, tap, field, photo, van, game, was, hat, where, judge, giant, barge, yes, cook, quick, mix, Chris, zebra, please, is, lamb, then, monkey, comb, thin, nut, knife, gnat, chip, watch, paper, ship, mission, chef, rabbit, wrong, treasure, ring, sink. Phonemes: /b/ /d/ /f/ /g/ /h/ /j/ /k/ /l/ /m/ /n/ /p/ /r/ /s/ /t/ /v/ /w/ /wh/ /qu/ /y/ /z/ /th/ /th/ /ch/ /sh/ /zh/ /ng/ /a/ /e/ /i/ /o/ /u/ /ae/ /ee/ /ie/ /oe/ /ue/ /oo/ /ar/ /ur/ /or/ /au/ /er/ /ow/ /oi/ /air/ /ear/

9. Some definitions Blending Recognising the phonemes in a written word, for example c-u-p, sh-ee-p, and merging or synthesising them in the order in which they are written to pronounce the word: ‘cup’, ‘sheep’.

10. Some definitions Oral blending Hearing a series of spoken sounds (phonemes) and merging them together to make a spoken word. No text is used. For example, When a teacher calls out ‘b-u-s’ or ‘c-r-ay-o-n’, the children say ‘bus’ or ‘crayon’. This skill should be taught within Phase 1 before blending and reading printed words.

11. Some definitions Segmenting • Identifying the individual sounds in a spoken word (e.g. h-i-m, s-t-or-k) and writing down or manipulating letters for each sound (phoneme) to form the word ‘him’.

12. Segmentation • Hear and say the individual phonemes within words. • In order to spell, children need to segment a word into its component phonemes and choose a grapheme to represent each phoneme. • Blending • Merging the individual phonemes together to pronounce a word. • To read unfamiliar words a child must recognise (sound out) each grapheme, not each letter, then merge the phonemes together to make a word. Blending and Segmentation

13. Some definitions Digraph Two letters, which make one phoneme. A consonant digraph contains 2 consonants: sh ck th ll A vowel digraph contains at least one vowel: ai ee ar oy

14. Some definitions Trigraph Three letters, which make one phoneme. igh dge

15. Some definitions Split digraph A digraph in which the two letters are not adjacent – e.g. ‘make’.

16. Enunciation • Teaching phonics requires a technical skill in enunciation • Phonemes should be articulated clearly and precisely

17. ‘ss’ at the end of a word a e i o u mass mess miss moss fuss lass dress kiss loss grass Bess hiss boss guess Ross Jess toss less Tess bus gas yes this pus Double ‘ss’ appears at the end of a word when: …a short vowel is in the middle of a one-syllable word.

18. Why has ‘think’ got a ‘k’ at the end and not ‘ck’ or ‘c’? ‘k’ sound is preceded by a consonant, e.g. ‘nk’, ‘sk’ ‘ck’ is always preceded by a vowel duck sock neck lock rock tick kick peck rack sick clock shock

19. These words each have three phonemes (separate sounds). Each of these phonemes is represented by a grapheme.

20. Sound buttons rain bright slaughter witch

21. speed crayon slight toast broom foil

23. Using a phoneme frame

24. Segmenting WORD PHONEMES bleed creed deed speed weed greed

25. Segmenting WORD PHONEMES bleed b l ee d creed c r ee d deed d ee d speed s p ee d weed w ee d greed g r ee d

26. CVC words - some points to note…

27. Words sometimes wrongly identified as CVC bow few saw her

28. Words sometimes wrongly identified as CVC bow few saw her

29. Consonant digraphs ll ss ff zz hill, mess, puff, fizz sh ch th wh ship, chat, thin, whip ng qu ck sing, quick

30. CVC words – clarifying some misunderstandings pig chick church car boy down curl wheel thorn for day dear head shirt

31. pig chick church car boy down curl wheel thorn for day dear head shirt

32. pig chick church car boy down curl wheel thorn for day dear head shirt

33. pig p i g chick ch i ck church ch ur ch car c ar boy b oy down d ow n curl c ur l wheel wh ee l thorn th or n for f or day d ay dear d ear head h ea d shirt sh ir t

34. Examples of CCVC, CVCC, CCCVC and CCVCC b l a ck s t r ea m c c v c c c c v c f ou n d b l a n k c v c c c c v c c

35. Grapheme choices glay glai proyn proin strou strow sproat sprowt dryt dright smayn smain groy groi

36. Direct teaching of phonics

37. Developing phonics learning across a week • Every day – direct teaching of phonics • At least once a week – Guided Reading • Once a week minimum – Guided Writing

38. Every day Children are provided with: • opportunities throughout the day to engage independently in speaking, listening, reading and writing activities across the curriculum; • interactive multi-sensory phonics session; • session led by the practitioner of shared reading and/or shared writing; • opportunities to hear a wide-ranging selection of stories, poems, rhymes and non-fiction.

39. Planning discrete teaching of Phase 5

40. Aims of Phase 5 • Broad knowledge of graphemes and phonemes for use in reading and spelling • Learn new graphemes and alternative pronunciations for the graphemes children already know • Children able to quickly recognise graphemes of more than one letter • Develop ability to choose the appropriate graphemes to represent phonemes • Begin to build word-specific knowledge of the spellings of words • Lists of words and sentences to support the activities in Phase 5 – practising blending for reading and segmenting for spelling

41. Model for daily teaching of phonics skills and knowledge REVISIT AND REVIEW recently and previously learned phoneme-grapheme correspondences, and blending and segmenting skills as appropriate TEACH new phoneme-grapheme correspondences; skills of blending and segmenting PRACTISE new phoneme-grapheme correspondences; skills of blending and segmenting APPLY new knowledge and skills while reading/writing

42. Route to planning – planning an overview for the week • Identify the number of the week from Phase 5 timetable, for example: Week 1, Week 2, Week 3, … etc. • Decide which new graphemes to use for reading and spelling with adjacent consonants (about four per week) • Experts suggest that children will more effectively learn the new grapheme for a phoneme if one representation is focused on in one phonic session, and a few days is left before introducing another grapheme for that same phoneme. For example: new graphemes: 1. ay 2. oe 3. ir 4. a – e • Decide which new ‘tricky’ words from the suggestions in the timetable you will teach for reading and which ones for spelling • Begin to plan in the objectives and the detail on the weekly planning grid

43. Phase 5 Weeks 1 – 4 Phase 5 New graphemes to be taught over a week ( 4 per week ) Irregular/high-frequency words Wk 1 /ai/ ay /ee/ ea /igh/ ie /ai/ a –e Read: Mr, Mrs, people Write: some, have, come Wk 2 /oa/ oe /ue u - e /ee/ e - e /igh/ i - e Read: oh, their Write: said Wk 3 /oa/ o- e /ar/ a /ue/ oo /ow/ ou Read: looked, called Write: like, so Wk 4 /oa/ o /oo/ u /ur/ ir /oi/ oy Read: asked Write: there, were

44. Planning for discrete teaching of Phase 5 over a week A week’s planning exemplification

45. Application of phonics across the curriculum

46. Word recognition Phonics (decoding - encoding) blending and segmenting Expanding written vocabulary ART DT Good word recognition Good comprehension Positive attitudes Reading to learn PE Science History Geography Maths Science History Geography PE ART DT PSHE CLL (Literacy) Understanding of oral and written language Language comprehension

47. Phase 5 Using IWB resources

48. Letters and sounds Phase 5 – Contents Suggested timetable Reading Spelling Assessment Word bank

49. Progress check for Phase 5 By the end of Phase 5 children should be able to: • give the sound when shown any grapheme that has been taught; • for any given sound, write down the common graphemes; • apply phonic knowledge and skill as the prime approach to reading and spelling unfamiliar words that are not completely decodable; • read and spell phonically decodable two-syllable and three-syllable words; • read automatically all the words in the list of 100 high-frequency words; • accurately spell most of the words in the list of 100 high-frequency words; • form each letter correctly.

50. Remember… • Phonics is the step up to word recognition • Automatic reading of all words – decodable and tricky – is the ultimate goal • Confidence in building word-specific knowledge of the spelling of words • Continuous language development