Phonics

1. Phonics ‘Helping you to help them’ Workshop 1

2. Can you read this? Wigh ar wea dueing thiss? Ie feall sstewppide!

3. Aims • To ensure all parents have an overview of the teaching of phonics in school. • To ensure consistent messages regarding the teaching of phonics. • To update phonic subject knowledge.

4. The simple view of reading • In 2006 Sir Jim Rose completed his independent review of the teaching of early reading. The review report provided clear recommendations on what constitutes 'high quality phonics work'. • The 'simple view of reading' • The Rose Report makes a number of recommendations for the teaching of early reading.

5. Successful reading demands both word level reading and the ability to comprehend what has been read. This is formalised in “The Simple View of Reading”

6. Rose Recommendations • More attention needs to be given to speaking and listening from the outset. • High quality, systematic phonic work should be taught discretely and daily and in line with the definition of high quality phonic work as set out in the Rose report. • Phonics should be set within a broad and rich language curriculum that takes full account of developing the four interdependent strands of language.

7. The Simple View of Reading • Word-level reading and language comprehension are both necessary to reading • Neither is sufficient on its own • This is formalised in “The Simple View of Reading” • Reading comprehension is a product of word recognition and language comprehension

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

9. Letters and Sounds • DVD clip - enunciation

10. Phonic terminology:some definitions

11. Some definitions A phonemeis the smallest unit of sound in a word. C-u-p c-a-t d-o-g

12. Count the phonemes • How many phonemes can you count in the following words? • Mask • Car • Back • Bull

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

15. Some definitions Blending Recognising the letter sounds in a written word, for example c-u-p, and merging them in the order in which they are written to pronounce the word ‘cup’.

16. Some definitions 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.

17. Some definitions 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’.

18. Some definitions Digraph Two letters, which make one sound A consonant digraph contains two consonants sh ck th ll A vowel digraph contains at least one vowel ai ee ar oy

19. Some definitions Trigraph Three letters, which make one sound igh air

20. Some definitions Split digraph A digraph in which the two letters are not adjacent (e.g. make).

21. CVC Words • C consonant phoneme • V vowel phoneme • C consonant phoneme

22. Words sometimes wrongly identified as CVC bow few saw her Why are these words not CVC words? Discuss.

23. Examples of CCVC, CVCC, CCCVC and CCVCC b l a c k s t r o ng c c v c c c c v c f e l t b l a n k c v c c c c v c c

24. A segmenting activity s p l i p i l s

25. A segmenting activity Segment these words into their constituent phonemes: shelf dress think string sprint flick

26. Segmenting

27. Segmenting

28. Sorting activity • field • grow • moon • swarm • learn • bear • grass

29. Word Mistake field/ie/ grow /ow/ moon/oo/ swarm/ar/ learn/ear/ bear /ear/ grassregional pronunciation

30. The same phoneme canbe represented in more than one way a a-e ai ay ey eigh e e-e ea ee y i i-e ie igh y o o-e oa oe ow u u-e ue oo ew oo u oul ow ou ough oi oy ar a or aw ore a ough air are ear eer ear

31. High frequency words • The majority of high frequency words are phonically regular. • Some exceptions – for example the and was – should be directly taught.

32. To consider Any questions?