Phonics Workshop 19 th November 2013 OVERVIEW Why

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Phonics Workshop 19 th November 2013

Phonics Workshop 19 th November 2013

OVERVIEW Why phonics? ‘Letters and Sounds’ and how it is taught within school Government

OVERVIEW Why phonics? ‘Letters and Sounds’ and how it is taught within school Government Phonics Screening Check Practical ideas for helping your child with phonics at home

WHAT IS PHONICS? Phonics is a way of teaching children to read skilfully and

WHAT IS PHONICS? Phonics is a way of teaching children to read skilfully and quickly They are taught how to � Recognise the sound that each individual letter makes � Identify the sounds different letter combinations make � Blend sounds together from left to right Children can then use this knowledge to de-code new words they hear or see. Research shows when phonics is taught in a structured way starting from the easiest sounds to most complex, it is the most effective way of teaching young children to read.

AT LYNDHURST In school, we follow the Letters and Sounds programme. Letters and Sounds

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

AT LYNDHURST Daily sessions of phonics Daily literacy lessons Daily guided reading sessions �

AT LYNDHURST Daily sessions of phonics Daily literacy lessons Daily guided reading sessions � Read with teacher � Follow up activity � Reading for pleasure � Reading topic books � Phonics activities or games Children are given the opportunity to apply and consolidate their learning

TERMINOLOGY Phoneme – The smallest unit of sound in a word Grapheme – What

TERMINOLOGY Phoneme – The smallest unit of sound in a word Grapheme – What we write to represent the sound Segmenting – Breaking words down into individual sounds Blending – Recognising sounds and blending to read Digraph – Two letters which make one sound Trigraph – three letters which make one sound Split digraph – two letters split making one sound

EARLY YEARS Phase 1 – preparing the ground (listening, body percussion, voice sounds, instrumental

EARLY YEARS Phase 1 – preparing the ground (listening, body percussion, voice sounds, instrumental sounds, alliteration, oral blending and segmenting, learning letter names, rhythm and rhyme) Phase 2 – developing knowledge of common consonants and vowels, blending and segmenting CVC words. Learning to read some tricky words. Phase 3 – developing knowledge of one grapheme for each of the 44 phonemes, blending and segmenting CVC words. Learning to read and spell tricky words.

READY FOR YEAR ONE Set 1: s, a, t, p Set 2: i, n,

READY FOR YEAR ONE 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 Set 6: j, v, w, x Set 7: y, z, zz, qu Consonant digraphs: ch, sh, th, ng Vowel digraphs: ai, ee, igh, oa, oo, ar, or, ur, ow, oi, ear, air, ure, er

PHASE 4 - START OF YEAR 1 This phase consolidates all the children have

PHASE 4 - START OF YEAR 1 This phase consolidates all the children have learnt in previous phases

PHASE 5 Children will be taught new graphemes and alternative pronunciations for these graphemes.

PHASE 5 Children will be taught new graphemes and alternative pronunciations for these graphemes. Vowel digraphs: ay, ou, ie, ea, oy, ir, ue, aw, ew, oe, au Split digraphs: a_e, e_e, i_e, o_e, u_e

SEGMENTING Breaking down words for spelling. cat c a t

SEGMENTING Breaking down words for spelling. cat c a t

SEGMENTING Queen qu ee n

SEGMENTING Queen qu ee n

BLENDING Building words from phonemes to read. c a t cat

BLENDING Building words from phonemes to read. c a t cat

BLENDING Qu ee n queen

BLENDING Qu ee n queen

HFW & TRICKY WORDS For children to develop fluency when reading they need to

HFW & TRICKY WORDS For children to develop fluency when reading they need to be able to read high frequency words on sight. These are words that are mostly not de-codable and need to be recognised as a whole � e. g said, they, was come These are taught as tricky words. Children develop their ability to do this over time.

YEAR 2 - PHASE 6 • During this phase children become fluent readers and

YEAR 2 - PHASE 6 • During this phase children become fluent readers and increasingly accurate spellers • Children decode words silently and quickly and read hundreds of words automatically • At this point, comprehension strategies are developed so that children clarify meaning, ask and answer questions about the texts they are reading, construct mental images during reading and summarise what they have read. • In spelling children are introduced to the adding of suffixes , prefixes and how to spell longer words.

WHAT DOES A PHONICS LESSON LOOK LIKE? Revisit/review Flashcards to practice phonemes learnt so

WHAT DOES A PHONICS LESSON LOOK LIKE? Revisit/review Flashcards to practice phonemes learnt so far. Teach new phoneme air Practice Buried treasure Air, zair, fair, hair, lair, pair, vair, sair, thair Read captions: The goat had a long beard. The quack was right in his ear. Apply

PHONICS SCREENING CHECK – YEAR 1 • In June all Year One children will

PHONICS SCREENING CHECK – YEAR 1 • In June all Year One children will be expected to undertake a phonics check. • The aim is to check that a child is making progress in phonics. • If a child has not reached the expected standard we will ensure that additional support is given to help your child progress in year 2.

YEAR 1 PHONICS CHECK

YEAR 1 PHONICS CHECK

SUPPORT In class – differentiation Small group activities 1 -2 -1 precision teaching Specialist

SUPPORT In class – differentiation Small group activities 1 -2 -1 precision teaching Specialist support

RESOURCES http: //www. phonicsplay. co. uk http: //www. ictgames. com/literacy. html http: //www. bbc.

RESOURCES http: //www. phonicsplay. co. uk http: //www. ictgames. com/literacy. html http: //www. bbc. co. uk/cbeebies/grownups/article/thealphablocks-guide-to-phonics http: //www. galacticphonics. com/