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Phonics. Emma Wilkinson Phonics SLE Phonics and Music Subject Leader EYFS Teacher Wensley Fold CE Primary Academy. Phonics Training. What is Phonics? To develop phonic subject knowledge. To look at the structure of a Phonics session. Listen up! Phonics ain’t easy. I take it you already know
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Emma WilkinsonPhonics SLEPhonics and Music Subject LeaderEYFS TeacherWensley Fold CE Primary Academy
Phonics Training What is Phonics? To develop phonic subject knowledge. To look at the structure of a Phonics session.
Listen up! Phonics ain’t easy I take it you already know Of tough and cough and dough? Others may stumble but not you, On thorough, laugh and through. Well done! And now you wish, perhaps, to learn of less familiar traps?
Beware of heard, a dreadful word That looks like beard and sounds like bird, And dead: it’s said like bed, not bead – For goodness sake don’t call it ‘deed’! Watch out for meat and great and threat (They rhyme with suite and straight and debt).
A moth is not a moth when it is in mother Nor both in bother, broth and brother, And here is not a match for there Nor dear and fear for bear and pear, Just look them up – and goose and choose, And cork and work and card and ward, And font and front and word and sword, And do and go, and thwart and cart – Come, come, I’ve hardly made a start! A dreadful language? Man alive. I mastered it when I was five.
How did you learn to read? • What’s your knowledge of phonics? • What are your concerns about teaching phonics?
Narrative frameworks and strategies Pre teaching vocabulary strategies
“Synthetic phonics offers the vast majority of young children the best and most direct route to becoming skilled readers and writers” Sir Jim Rose Rose Review of Reading 2006
What is Phonics? phonics is skills ofsegmentationand blending knowledge ofthe alphabeticcode +
Terminology Phoneme = smallest unit of sound in a word c-a-t d-o-g sh-ee-p
Enunciation • Teaching phonics requires a technical skill in enunciation. • Phonemes should be articulated clearly and precisely.
Grapheme = a letter or sequence of letters that represents a phoneme taiigh
Digraph – two letters that make one sound ch ck th ng Vowel Digraph - contains at least one vowel ai ee ar oy Split digraph - digraph in which the two letters are not adjacent make flute
Adjacent consonants– two or more consonants next to each other in a word – stop list – CAN PROVE TRICKY Beware – Adjacent consonants are not digraphs. They make two distinct sounds. Not ‘blends’ like they used to be e.g. bl, fr … Trigraph – three letters that make one sound air ear igh
Sounds/phonemes are represented by letters • A phoneme can be represented by one or more letters e.g. sh, th, ee, etc • The same phoneme can be represented/ spelled in more than one way e.g. rain, may, lake • The same spelling may represent more than one sound e.g. mean, deaf
The same phoneme can be represented in more than one way: burn first term heard work
6 Phonic phases • Phase 1 in Nursery • Phase 2 and 3 in Reception (Phase 3 split into 3i, 3ii & 3iii) • Phase 4 and 5 in Year 1 (Phase 5 split into 5a, 5b, & 5c) • Phase 6 in Year 2 • Carried on into KS2
Letters and Sounds Letters and Sounds Phase 1 Phase 2 Up to 6 Weeks Phase 3 Up to 12 Weeks Phase 4 Up to 6 Weeks Phase 5 Throughout Year 1 Phase 6 Throughout Year 2 Ready For Sounds assessment
Phonics • system of linking individual speech sounds – phonemes with graphemes SO learner needs to be primed by being sensitive to the phonological structure of spoken words
Purpose of phase 1 • Explore and experiment with sounds and words • Distinguish between different sounds in the environment and phonemes • Learn to orally blend and segment sounds in words
By the end of phase 1 • Children will have experienced a wealth of listening activities including songs, stories and rhymes. • They will be able to distinguish between speech sounds and many will be able to blend and segment words orally. • Some will also be able to recognise spoken words that rhyme and will be able to provide a string of rhyming words, but inability to do this does not prevent moving on to Phase Two as these speaking and listening activities continue.
Games for Phase 1 • Phase 1 activities are primarily pitched at 3 to 5 year olds. The learning in the recommended games is suitable for Key Stage two children with language and learning difficulties but all activities would need to be made age appropriate.
Development of rhyme • 3 year olds are aware of rhyme • Children treat nonsense words the same as real words i.e. they will generate strings of rhyming words of which may be nonsense words. • does ‘chair’ or ‘flag’ rhyme with ‘pair’ • 4 -5 year 77% success • 5 – 6 year 83% success • 6-7 year 87% success
Identification of syllables • Syllable tapping • 5 year 46% success • 6 years 48% success • 7 years 90% success
Rhyming pairs and strings Children need to ‘tune into’ the language they hear and for some children rhyme is very difficult – possibly due to poor working memory and/or processing difficulties, not given enough time to consolidate and practice this particular skill. Try these (all oral – nothing written yet!): Generate rhyming words, including nonsense words – make up ‘silly rhymes’ Pairs using rhyming lists Snap games Odd-one-out i.e. ‘cat / bat / pot’
Purpose of phase 2up to 6 weeks • Learn 19 phonemes and know the graphemes that represent them. • Move on from orally blending and segmenting to blending and segmenting letters to read and spell (maybe with magnetic letters) VC and CVC words • Introduce two syllable words, simple captions and some tricky HFW.
Phase 2 letter progression Set 1: s a t p Set 2: I n m d Set 3: g o c k Set 4: ck e u r Set 5: h b f,ff l,ll ss
CVC Words • C consonant phoneme • V vowel phoneme • C consonant phoneme
Are these CVC words? ship hill sing Why are these words not CVC words? saw her few
CVC words – clarifying some misunderstandings p i g thick s h i p c a r b o y c o w f i l l w h i p s o n g f o r d a y m i s s w h i z z h u f f Which are CVC words?
p i g th i c k s h i p c a r X b o y X c o w X f i l l w h i p s o n g f o r X d a y X m i s s w h i z z huff
Teaching sequence • Revisit and review • Teach • Practice • Apply
Teaching sequence • Revisit and review • Practise previously learned phonemes and graphemes • Practice oral blending and segmenting • Teach • Teach a new grapheme/phoneme • Teach blending and/or segmentation of phonemes in words • Teach one or two tricky words • Practice • Practise reading and/or spelling with the new phoneme/grapheme • Apply • Make frequent links between the phonics sessions and reading and writing throughout the day and across the curriculum. Give children lots of opportunities, right from the start of the programme, to use their phonics knowledge for reading and writing. • It’s what they’re for!
Applying • Must have opportunities in class to read and write the words that they have been learning in phonics sessions. • Guided reading • Shared reading • Captions • Labels • Whiteboards and pens • Magnetic letters • Differentiated literacy work
