Phonics Workshop

Phonics Workshop October 2013

Agenda • What is phonics? • Why phonics? • Letters and sounds • Phases in Letters and Sounds • What does a phonics lesson look like? • Techniques and games • How can you help your child at home?

Bow or bow Read or read Tear or tear

What is phonics? • Phonics is a way of teaching children to read quickly and skilfully. They are taught how to: • recognise the sounds that each individual letter makes; • identify the sounds that different combinations of letters make - such as ‘sh’ or ‘oo’; and • blend these sounds together from left to right to make a word. • Children can then use this knowledge to ‘de-code’ new words that they hear or see. This is the first important step in learning to read.

Why phonics? • Research shows that when phonics is taught in a structured way - starting with the easiest sounds and progressing through to the most complex – it is the most effective way of teaching young children to read. It is particularly helpful for children aged 5–7. • Almost all children who receive good teaching of phonics will learn the skills they need to tackle new words. They can then go on to read any kind of text fluently and confidently, and to read for enjoyment. • Children who have been taught phonics also tend to read more accurately than those taught using other methods, such as ‘look and say’. This includes children who find learning to read difficult, for example those who have dyslexia.

Letters and Sounds • Part of a broad and balanced curriculum • Starts by the age of 5 • Multisensory • Time-limited • Systematic • Taught discretely and daily at a brisk pace • Opportunities to reinforce and apply knowledge and skills should be frequent and available across the curriculum • Children’s progress is carefully assessed and monitored • Stage not age

apply phonics skills and knowledge to recognise and spell an increasing number of complex words • are secure with less common grapheme/phoneme correspondence and recognise phonic irregularities Colour codes Phase 6 Preliminary work on general sounds and fun phonics Children firmly in Phase 3 by end YR • can use various ways of pronouncing and spelling the graphemes corresponding to long vowel phonemes e.g. ay, ai, a-e play, pain • can read phonically decodable two and three syllable words • can spell complex words using phonically plausible attempts Phase 5 Children firmly in Phase 5 by end of Y1 Beginning Y2 continuing into Y3 • can blend adjacent consonants in words and apply this when reading unfamiliar texts • can segment adjacent consonants e.g. spoon, cried, nest • can read some polysyllabic words Phase 4 Phase 1 continued Awareness of rhyme and alliteration; distinguish between different environmental sounds and phonemes; explore and experiment with sounds and words • know one grapheme for each of 44 phonemes • know the letter names • hear and say sounds in order in which they occur in a word • read and spell a wide range of CVC words using all letters and less frequent consonant digraphs, double letters and some long vowel phonemes e.g. sheep, goat. • read two-syllable words and captions Phase 3 • know that words are constructed from phonemes and phonemes are represented by graphemes • know small selection of common consonants and vowels, can blend for reading and segment for spelling vc and cvc words e.g. pot, top, sat tap Phase 2 • show growing awareness and appreciation of rhyme, rhythm and alliteration • distinguish between different sounds in the environment and phonemes • explore and experiment with sounds and words, discriminating speech sounds in words • beginning to orally blend and segment phonemes Phase 1 (7 Aspects)

Letters and Sounds • 44 sounds or ‘phonemes’ • 20 – vowel sounds • 24 – consonant sounds • Phoneme – smallest unit of sound in a word • Grapheme – the written form • Grapheme-Phoneme correspondance

A phoneme Each letter will have... A a A letter name A lower case A capital A grapheme

Phase One • Central importance of developing teaching and listening skills. • Playing with sounds they hear • Syllables • Rhyme and alliteration • Silly soup

Phase Two • Introduces 19 grapheme-phoneme correspondences • Pure Sounds! • Jolly phonics actions 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 • As soon as children have a small number of grapheme/phoneme correspondences, blending and segmenting can start.

Phase Two • Grapheme-phoneme correspondence c/a/t = 3 phonemes th/e/n = 3 phonemes ch/air = 2 phonemes • Segment and blend

Phase Two • Letter names and capitals • Letter formation • Read, Write Inc cards

Phase Three • Introduces the rest of the letters of the alphabet Set 6: j v w x Set 7: y z, zz qu • Key words – words that need to be learnt by sight.

Digraphs and Trigraphs chchiparfarm shshop or for ththin/thenurhurt ngring owcow airain oicoin eefeet ear dear ighnight air fair oaboat uresure ooboot/look ercorner

Phase Four • Secure previous phases • CVCC and CCVC words • Adjacent consonants yes no yes yes yes no yes

Phase Five • Alternate graphemes for the same phoneme.

Phase Five • Split digraphs cake same note joke kite white assume gene By this stage when spelling children should be able to spell the word using letter names.

Phase Six • Increasing fluency and accuracy in reading and writing • Throughout Year Two (although teaching of spelling continues well into KS2)

What does a phonics lesson look like? Introduction Revisit and review Teach Practise Apply

Techniques and Games • Silly soup • Robot talking • Phonics Fingers • Quick write • Stand up if...

Sound buttons pin

Sound buttons moon

Sound Buttons hat frog coat float night chimpanzee sheep adventure say chain 3 4 3 4 8 3 7 3 3 2

Phoneme frames u s n

Phoneme frames b oa t

Phoneme frames sh or t

k i ng b e ll p qu i ck sh ee th or n ch a t

Yes/no game Is rain wet?

Is it dark at night?

Can coins sing a song?

Are the teeth of a shark sharp?

Can a ship sail on the road?

Rubbish and treasure game

Magic Line Game

Full circle game

x p t d m s o a

x p o t d m s a

x p o d t m s a

x p a d t m s o

x s a d p t m o

Full Circle Game 3 x m a d p t s o

x m a t p d s o

x p a t d m s o

Full Circle Game 3 x p o t

How can you help at home? Phonics works best when children are given plenty of encouragement and learn to enjoy reading and books. Parents play a very important part in helping with this. • Pure sounds!! • Use the language from today’s session • Writing in lower case • c and k • Reading books that are phonetically plausible • Identify grapheme/phoneme correspondence in books • Play some of the games

Key WordsTeaching, remembering Visual Memory: Write the word in large letters for the children to see and ‘take a mental photograph of’ (probably display for about 10 seconds). Can they see the word when they close their eyes? (if not, repeat). Ask the children to write the words on their whiteboards. Check against original. Repeat regularly. Best of 3 Display 3 words, 2 of which are incorrect. e.g. about, abowt, abot Which is right? Using Shape Sky write; link match words to shapes with handwriting; of words Recognising: Spotting: in the environment, in books, from word bank. Key word bingo

Websites • Phonics play www.phonicsplay.co.uk/ • BBC Words and Pictures http://www.bbc.co.uk/schools/wordsandpictures • ICT games www.ictgames.com • Alphablocks www.bbc.co.uk/cbeebies/alphablocks • Lesley Clarke’s Website http://www.lesleyclarkesyntheticphonics.co.uk/

Questions?

Phonics Workshop