Reception Phonics Meeting November 2018 An information meeting for parents and carers

1. Reception Phonics Meeting November 2018 An information meeting for parents and carers

2. What is Phonics? • Phonics is a way of teaching children how to read quickly • and skilfully. • Children are taught to read by breaking down words into • separate sounds or ‘phonemes’. They are then taught how • to blend these sounds together to read the whole word. • Children have a 30 minute phonics lesson each day and • they are encouraged to use strategies learnt here to read • and write in other contexts.

3. Teaching phonics requires technical skill in enunciation • Phonemes should be articulated clearly and precisely. Not ‘cuh-a-tuh’ This video shows correct articulation of the sounds: https://www.youtube.com/watch?v=BqhXUW_v-1s

4. Oral blending Hearing a series of spoken sounds and merging (blending) them together to make a spoken word – no text is used. • For example, when children hear /b/u/s, they will say bus. • The skill is usually taught before blending using printed words. Blending for reading Recognising the letter sounds in a written word, for example c- u- p, and blending them in the order which they are written, to read the word ‘cup’.

5. In school, we follow the Letters and Sounds programme. Letters and Sounds is a phonics resource published by the Department for Education and Skills which consists of six phases.

6. Phase 1 In Nursery All about hearing and making sounds e.g. going on a listening walk, what sounds do we hear? Rhyme and rhythm Alliteration Oral blending and segmenting

7. Phase 2 s a t p i n m d g o c k ck e u r h b f, ff l, ll ss Tricky words the, to, I, no, go Practising oral blending and segmentation e.g. robot arms to sound out objects in a box: b-u-s bus Blending for reading and segmentation for spelling: Reading cvc words and sentences Breaking up words for writing e.g. drawing a picture of a pig, sounding it out to write the word.

8. Examples of words in Phase 2 at sat pat tap sap it an am dad is in man sad sit nip mam dim sat pan mat dip pit pin map din tip tin Pam did pip sip tan nap Tim Sid Sam and tag got can kid gag on cot kit gig not cop Kim gap pot cap Ken nag top cat sag dog cod gas pop pig God dig kick get up rim sock pet mum rip sack ten run ram dock net mug rat pick pen cup rag sick peg sun rug pack met men tuck mud rot neck rocket pocket sunset carrot ticket

9. Phase 3 j, v, w, x y, z, zz, qu ch sh th ng ai ee igh oa oo ar or ur ow or ear air ure er Reading words: He, she, we, me, be, was, my, you, they, her, all, are Learning the alphabet song and that letters have names as well as sounds. Practising blending for reading and segmentation for spelling. Reading and writing captions and sentences.

10. Chip Shop Rain Moth Fish Rich Feet Light High Moon Book Card Fork Curl Cow Coin Beard Pair Cure Letter Examples of words in Phase 3 jam van will mix Jill vat win fix jet vet wag box jog Vic web tax Jack Ravi wig six Jen Kevin wax taxi jet-lag jacket visit velvet cobweb wicked vixen exit yap zip quiz yes Zak quit yet buzz quick yell jazz zigzag quack yum-yum liquid

11. Phase 4 Revision of sounds learnt in Phases 2 and 3. Reading tricky words: Said So Have Like Some Come Were There Little One Do When Out What Spelling the tricky words: He She We Me Be Was You They Are All My Her

12. Examples of words in Phase 4 Tent Band Nest Jump Bench Toast Sandpit Windmill Shampoo Chimpanzee Green Flag Spin Crash Spring Twist Reading and writing sentences. Reading and spelling cvcc and ccvc words e.g. land, sink, swim, plan.

13. Phase 5 Reading tricky words: oh, their, people, Mr, Mrs, looked, called, asked Spelling the tricky words: said, so, have, like, some, come, were, there Learn new phoneme /zh/ in words such as treasure. Reading the words: water, where, who, again, thought, through, work, mouse, many, laughed, because, different, any, eyes, friends, once, please Spelling: little, one, do, when, what, out, oh, their, people, Mr, Mrs, looked, called, asked

14. Learning new sounds: ay day oy boy wh when a-e make ou out ir girl ph photo e-e these ie tie ue blue ew new i-e like ea eat aw saw oe toe au Paul o-e home u-e rule

15. Phase 6 Revision of sounds and words taught in Phases 2, 3 and 4. Reading and spelling Introducing and teaching the past tense Investigating and learning how to add suffixes e.g. like (liking; nod (ed); hid (en); pony (s) Teaching spelling long words Children gaining independence During this phase, children become fluent readers and increasingly accurate spellers

16. A typical Phonics lesson: Revisit/review – this is where children revisit sounds/words learnt so far Teach – teach a new sound/word Practise – practise reading that sound/word in words and sentences. Practise writing the new sound/word. Apply – read or write a caption with the new sound or word.

17. So in Reception, a typical Phonics lesson might look like this:

18. Phonics aerobics! Our children have been really enjoying phonics aerobics: watch video. You can do this at home – can write sounds/words on paper and show them instead of on a computer/Ipad. You could use different songs as well. You could also play musical statues/chairs; we will be playing musical statues in Phonics this week!

19. Year 1 Phonics Screening Check Every Year 1 child in the country will be taking the phonics screening check in June. The aim of the check is to ensure that all children are able to read by the end of Year 2. The check is very similar to tasks the children already complete during phonics lessons. •Children will be asked to ‘sound out’ a word and blend the sounds together.eg d-o-g - dog •The focus of the check is to see which sounds the children know and therefore the children will be asked to read made up ‘nonsense’ words.

20. The children will complete the check one at a time in a quiet area of the school. • Your child will be sat with their teacher and will be asked to read 40 words aloud. There will be 2 sections with 20 words in each section. • Your child may have read some of the words before, while • others will be completely new. • The check normally takes between 10 and 15 minutes to • complete however there is no time limit. If your child is struggling, the teacher will stop the check. • The check is carefully designed not to be in any way stressful for your child.

21. Examples of wordsthat have been in previouschecks

22. Here is the 2018 Phonics Year 1 test https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/715823/2018_phonics_pupils_materials_standard.pdf.pdf

23. At home Phonics works best when children are given plenty of encouragement and learn to enjoy reading and writing. Parents play a key role in helping with this. It is crucial to read with your child every night; even just a page a night will really help develop their reading skills.

24. Some useful websites: • https://www.phonicsplay.co.uk/ • https://www.youtube.com/user/breakthruchris/videos • https://www.phonicsbloom.com/ • https://www.topmarks.co.uk/english-games/5-7-years/letters-and-sounds • https://www.youtube.com/results?search_query=jolly+phonics • www.pinterest.co.uk

34. Teach lots of nursery rhymes – each one tells a different story. • • Enjoy and share books together – buy or borrow books that will fire their • imagination and interest. Read and reread those they love best. • • Make time to read with your child throughout their time in school – PLEASE • continue reading to your child, even when they are reading independently. This is very important – your child needs to practise their reading skills every day, and • needs the support of an interested adult. Grandparents, older brothers or • sisters can help, too. • • Let them see you reading – grown-ups can share their magazines about their • favourite sport or hobby. • • Read with your child – ask your child to attempt unknown words, using their • phonic skills and knowledge. Make sure they blend all through the word. • • Talk about the meaning of the book, too – take time to talk about what is • happening in the book, or things that they found really interesting in an • information book. Discuss the characters and important events. Ask them their • views. Provide toys, puppets and dressing-up clothes that will help them to act • out stories.

35. Ideas at home for reluctant writers • Make sure your child sees you writing. • Compose an email together, inviting a friend over to tea. • Continue to make words together, using magnetic letters. • Leave a message on the fridge door and encourage them to write a reply to you. • Make up a story together about one of their toys. You write for them, repeating the sentences as you write. When the story is complete they can draw pictures to go with it. • Buy stickers of a favourite film or TV programme and make a book about it. • Make it FUN!

36. Please remember that phonics is not the only skill needed to become a fluent reader. • Please continue to read with your child each night and encourage them to:  Sound words out from left to right  Re-read words to check they make sense  Use pictures for clues  Ask questions about books  And most importantly…. ENJOY READING!

37. Any Questions?