Phonics Workshop Friday 24 th November 2017

1. Phonics Workshop Friday 24th November 2017

2. What is phonics? Phonics is… Skills of segmentation and blending Knowledge of the alphabetic code.

3. At St Michael’s In school, we follow the Letters and Sounds programme. Letters and Sounds is a phonics resource published by the Government which consists of six phases. In Nursery they do the Jolly phonics actions so it is easier to remember each sound.

4. Every day the children have 20 minute • sessions of phonics. • • Fast paced approach • Lessons encompass a range of games, • songs and rhymes and messy play materials. • We use the Letters and Sounds planning document to support the teaching of phonics and Jolly Phonics. • There are 6 phonics phases which the children work through as a class. Daily phonics

5. Phase 1 • Begins in Nursery- the children learn basic listening skills. They are encouraged to tune into sounds- instrumental, environmental and voice sounds.

6. Terminology Phoneme- a single sound , a, t, k There are 42 phonemes to teach in total. Graphemes-A grapheme is a letter or a number of letters that represent a sound (phoneme) in a word sounds E.G th, ng, sh, ea., igh

7. Digraph- two letters that make one sound • Trigraph- three letters that make one sound • Split digraph- A digraph is two letters (two vowels or two consonants or a vowel and a consonant) which together make one sound (as in the words tail, boat, found or read). • When a digraph is split by a consonant it becomes a split digraph. For example: wrote – the 'oe' here make one sound.

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

9. Terminology A grapheme These are the letters that represent the phoneme. Children need to practise recognising the grapheme and saying the phoneme that it represents. The grapheme could be 1 letter, 2 letters or more! We often refer to these as sound buttons: thai igh

10. Phase 2 • Children will learn their first 19 phonemes: Set 1: s a tpSet 2: inmd Set 3: gockSet 4: ck (as in duck) eur Set 5: hblf ff (as in puff) ll (as in hill) ss (as in hiss) • They will use these phonemes to read and spell simple “consonant-vowel-consonant” (CVC) words: sat, tap, dig, duck, rug, puff, hill, hiss All these words contain 3 phonemes.

11. Saying the Pure Sound Saying the sounds correctly with your child is extremely important The way we say sound may well be different from when you were at school We say the shortest form of the sounds Video: You tube search- phoneme articulation

12. Blending Building words from phonemes to read. c a t cat

13. Segmenting • Breaking down words for spelling. cat c a t

14. TRICKY WORDS • These are words that the children are taught to read by sight as they are common words but not yet decodable at the stage of the children’s phonetical knowledge. I to the go no into

15. Terminology Your children will learn to use the term: digraph This means that the phoneme comprises of two letters e.g. ai, ee, ow, oi

16. Terminology Your children will learn to use the term: trigraph This means that the phoneme comprises of three letters e.g. igh, air, ear

17. Phase 3 • Children will enter phase 3 once they know the first 19 phonemes and can blend and segment to read and spell CVC words. • They will learn another 26 phonemes: • j, v, w, x, y, z, zz, qu • ch, sh, th, ng, ai, ee, igh, oa, oo, ar, or, ur, ow, oi, ear, air, ure, er • They will use these phonemes (and the ones from Phase 2) to read and spell words: chip, shop, thin, ring, pain, feet, night, boat, boot, look, farm, fork, burn, town, coin, dear, fair, sure

18. Blending quee n queen xcvcvv xcvcv

19. Segmenting queen quee n xcvcv xcvcv

20. Sound Button Challenge chip chair tree fish light

21. Sound Button Challenge chip chair tree fish light

22. TRICKY WORDS me he be we she my was all they are you

23. I hav got a shighneegoawld coin in my pokit. Pleez cum to mighpartee it will be grait. It is tighm for tee we hav got fish, potaitoas and caruts.

24. Phase 4 • Children move into phase 4 when they know all the phonemes from phases 2 and 3 and can use them to read and spell simple words (blending to read and segmenting to spell). • Phase 4 doesn’t introduce any new phonemes. • It focuses on reading and spelling longer words with the phonemes they already know. • These words have consonant clusters at the beginning: spot, trip, clap, green, clown …or at the end: tent, mend, damp, burnt …or at the beginning and end!trust, spend, twist

25. The children learn to read and spell words such as: pond bench train lift

26. TRICKY WORDS said so have like some come were there little one do when out what

27. Phase 5 • Teach new graphemes for reading • ay, ou, ie, ea, oy, ir, ue, aw, wh, ph, ew, oe, au, a-e, e-e, i-e, o-e, u-e Learn alternative pronunciations of graphemes (the same grapheme can represent more than one phoneme): Fin/find, hot/cold, cat/cent, got/giant, but/put, cow/blow, tie/field, eat/bread, farmer/her, hat/what, yes/by/very, chin/school/chef, out/shoulder/could/you.

28. Learning All The Variations Learning that the same phoneme can be represented in more than one way: burn first term heard work

29. Learning All The Variations Learning that the same grapheme can represent more than one phoneme: meat bread hebed bearhear cowlow

30. Split Digraphs game time cube phone slide

31. Year 1 Phonics Test • Statutory assessment carried out during June in Year 1. • Children work 1:1 with the class teacher to read 40 words some real and some pseudo words. • Children will either- • meet the required standard or not • Children who do not meet the required standard will access addition support and be re-assessed in June of Year 2. • The children are not aware of the ‘test’ as there is no need to cause pressure or stress for your child- it is part of their every day phonics activity.

32. Year 1 Phonics Test

33. Resources http://www.phonicsplay.co.uk

34. Phase 6 • The focus is on learning spelling rules for suffixes. -s -es -ing -ed -er -est -y -en -ful -ly -ment -ness

35. How Can I Help At Home? • When spelling, encourage your child to think about what “looks right”. • Have fun trying out different options…wipe clean whiteboards are good for trying out spellings. tray trai rain rayn boil boyl boy boi throat throwt snow snoa

36. How Can I Help At Home? • Sing an alphabet song together • Play ‘I spy’ • Continue to play with magnetic letters, using some two-grapheme (letter) combinations, eg: r-ai-n = rain blending for reading rain = r-ai-n segmenting for spelling • Praise your child for trying out words • Look at tricky words • Look for phonic games • Play pairs with words and pictures

38. a

39. Click and watch the pencil to see it write. Whoosh in and round you go. Up, down and kick out a’s toe.

40. as

41. a

42. an

43. and

44. b

45. Click and watch the pencil to see it write. Whoosh in and up tall and back down. Then halfway up and all the way round. Add a lead at the end So b can join onto a friend

46. but

47. back

48. big

49. Click and watch the pencil to see it write. Whoosh in and curl the c. C joins other letters easily.

50. c