Reading workshop

1. Reading workshop Ms El-Azizi Phonics

2. Aims of this reading workshop • To enable parents to know how to better support their children in their learning of phonics. • To answer questions regarding the teaching and learning of phonics.

3. Being a successful reader Two main skills Phonics – decoding by blending the sounds in words to read them Language comprehension- understand what the word means within the context it appears Language development and phonics working together supports reading development.

4. Phonics at a glance Phonics is… Skills of segmentation and blending Knowledge of the alphabetic code.

5. Some Definitions A Phoneme This is the smallest unit of sound in a word. How many phonemes can you hear in cat?

6. Some Definitions A grapheme These are the letters that represent the phoneme. Children need to practise recognising the grapheme and saying the phoneme that it represents. Thegrapheme could be 1 letter, 2 letters or more! i ie igh

7. Definitions • A phoneme you hear • A grapheme you see

8. This is where it gets tricky! • Phonemes are represented by graphemes. • A grapheme can consist of 1, 2 or more letters. • A phoneme can be represented in more than one way ( cat, kennel, choir) • The same grapheme may represent more than one phoneme ( me, met)

9. Blending • The ability to recognise each sound in a written word, for example c-u-p and merging or ‘blending’ them to pronounce the word ‘cup’.

10. Segmenting • ‘Chopping Up’ the word into the individual sounds • The opposite of blending – used for spelling words • Identifying the individual sounds in a spoken word (e.g. h-i-m , s-t-or-k) and writing down letters for each sound to form the words him and stork • Blending and segmenting are reversible processes

11. Cracking the Code • 26 letters of the alphabet • 44 sounds in the English Language • 144 different ways we put letters together to represent the sounds

12. Letters and Sounds • Letters and Sounds is divided into six phases, with each phase building on the skills and knowledge of previous learning. • Children have time to practise and rapidly expand their ability to read and spell words. • They are also taught to read and spell ‘tricky words’, which are words with spellings that are unusual.

13. Phonics Lesson format • In each year group, phonic lessons follow the same format: • Revise: The children will revise previous learning. • Teach: New phonemes or high frequency or tricky words will be taught. • Practise: The children will practise the new learning by reading and/or writing the words. • Apply: The children will apply their new learning by reading or writing sentences.

14. Phase 1 • Tuning into sounds (auditory discrimination) • Listening and remembering sounds (auditory memory and sequencing) • Talking about sounds (developing vocabulary and language comprehension)

15. Aspect 1: Environmental sounds • Stories – Walk around local area • Aspect 2: Instrumental sounds • Bag of instruments – Add sound effects • Aspect 3: Body percussion • Action songs and rhymes • Aspect 4: Rhythm and rhyme • Rhyming stories – What rhymes with…? • Aspect 5: Alliteration • Having fun with names – Story characters • Aspect 6: Voice sounds • Adding different voices to stories • Aspect 7: Oral blending and segmenting • Robot speech c-a-t and Put it together

16. Phase TwoUp to 6 weeks By the end of phase two children should be able to read some vc and cvc words. Children will also learn to read the words ‘the, to, go, I and no.’ Five sets of letters are introduced – one set per week.

17. Phase Three12 weeks Children are taught another 25 graphemes. Children continue to blend and segment CVC words for reading and spelling. Children will then use this knowledge to blend and segment two syllable words.

18. Using phoneme frames – segmenting for spelling

19. Segment and blend these words… • drep • blom • gris Nonsense games like this help to build up skills – and are fun!

20. Phase Four4 – 6 weeks By Phase 4 children are able to represent each of 42 phonemes by a grapheme. Children will be able to blend and segment CVC words for reading and spelling. Phase 4 is consolidation of children’s knowledge. Children are encouraged to practice blending for reading and segmenting for spelling of adjacent consonants.

21. Phase FiveThroughout year one Children will broaden their knowledge of graphemes and phonemes. They will learn alternative pronunciations of graphemes including split digraphs.

24. Phase SixThroughout year 2 Children working at phase six can read hundreds of words automatically. Children can decode words quickly and silently. Children’s spelling will be phonemically accurate. During this phase children become fluent readers and increasingly accurate spellers.

25. Segmenting Activity • Using ‘sound buttons’ can you say how many phonemes are in each word. • shelf • dress • sprint • right

26. Did you get it right? • shelf = sh – e – l – f = 4 phonemes • dress = d - r - e – ss = 4 phonemes • sprint = s – p – r – i – n – t = 6 phonemes • right = r – igh – t = 3 phonemes

27. Phonic learning is fun! The children learn and practise their phonemes in lots of fun ways: • Using phoneme frames, “sound buttons” and whiteboards to spell words. • Playing games – table games or interactive games on the computer. - websites such as Phonics Play have lots of games and activities. - Bingo, Buried Treasure, being phoneme “detectives”. • Reading and writing sentences. Silly sentences are great fun!

28. High Frequency Words • These are the common words that the reader will come across very early in their reading experience as they appear in even the simplest of texts. • Some of these are de-codable such as and, Dad etc. Some of them are called “tricky words” such as was, you, the. • If a child can read the first 100 high frequency words they have access to 50% of virtually any text.

29. KS2 Spellings Can you see what is happening ? make make+ ing = making take take+ ing = taking If a word ends in an e you must drop the e before adding ‘ing’. • Your child receives a spelling list every week Spellings is explicitly taught; • Rules, and patterns are investigated using a multi-sensory approach

30. Spelling Strategies • Roots : To learn my word I can find the word root. I can see whether the root has been changed when new letters are added e.g. for a prefix, suffix or a tense change.” e.g. smiling – root smile + ing; Woman wo + men; Signal sign + al • Spelling Syllables and Phonemes: To learn my word I can listen to how many syllables there are so I can break it into smaller bits to remember. Then I can identify the phonemes in each syllable.” e.g. Sep-tem-ber • Analogy: To learn my word I can use words that I already know to help me.” e.g. could, would, should

31. How to use these strategies at home John let his pet frog go. It ******across the grass. What is the first sound? It h***** across the grass. What would make sense? It hopping across the grass. Does that sound right? It hopped across the grass.

33. What can you do at home to support your child’s spelling? • Read as much as possible! • Don’t panic about spelling mistakes • Encourage your child to always ‘ have a go’ first • Ask your child to ‘sound out’ a spelling • Count the syllables • Discuss spellings / rules / ways to remember

34. Reading at home Please… • Continue to read with your child every day. • Complete your child’s reading record daily. • Talk about the book with your child and check that they understand what they have read. • Feel free to read parts of the book to your child. • Enjoy sharing the book. • Think about the best time to practise reading.

35. Thank you for coming NEXT Workshop: Guided Reading Thursday 15th November

36. Any questions? NEXT Workshop: Guided Reading Thursday 15th November