September 2020 TERMINOLOGY Phoneme the sound a letter

September 2020

TERMINOLOGY Phoneme (the sound a letter makes) Graphemes (the written letter) Segmenting (breaking the word into phonemes) Blending (putting the phonemes together to read the word) Digraph (a phoneme made with 2 letters e. g. sh) Trigraph (a phoneme made with 3 letters e. g. igh) Split digraph (the ‘magic e’ - a_e as in make)

Curriculum outcomes By the end of Reception Literacy ELG: Comprehension Children at the expected level of development will: - Demonstrate understanding of what has been read to them by retelling stories and narratives using their own words and recently introduced vocabulary; - Anticipate – where appropriate – key events in stories; - Use and understand recently introduced vocabulary during discussions about stories, non-fiction, rhymes and poems and during role-play. ELG: Word Reading Children at the expected level of development will: - Say a sound for each letter in the alphabet and at least 10 digraphs; - Read words consistent with their phonic knowledge by sound -blending; - Read aloud simple sentences and books that are consistent with their phonic knowledge, including some common exception words.

Curriculum outcomes ELG: Writing Children at the expected level of development will: - Write recognisable letters, most of which are correctly formed; - Spell words by identifying sounds in them and representing the sounds with a letter or letters; - Write simple phrases and sentences that can be read by others.

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. Alongside this we use Jolly phonics actions and phonicsplay activities.

Phonemes and Graphemes There are 44 phonemes to learn. In order to help the children to learn these sounds we use a multisensory approach. symbol - sound - action

Phonemes and Graphemes We teach phonics through a daily lesson. During these lessons, the children will be introduced to new graphemes and the corresponding phonemes. They will learn to recognise the grapheme, hear how it sounds and learn to say the phoneme before learning to form each grapheme themselves which they will practise writing on paper, on whiteboards, on each others backs, with play doh and in the sand.

WHAT DOES A PHONICS LESSON LOOK LIKE? Revisit/ review Teach Practice Apply Flashcards to practice phonemes learnt so far. Teach new phoneme Game or activity to explore the new phoneme Read words/ captions Write graphemes and words

PHASE 1 – Tuning into sound There are 7 aspects • A 1 – Environmental • A 2 – Instrumental sounds • A 3 – Body Percussion • A 4 – Rhythm and rhyme • A 5 – Alliteration • A 6 – Voice sounds • A 7 – Oral blending and segmenting

PHASE 2 – progression of phonemes • Set 1: s, a, t, p 2: i, n, m, d 3: g, o, c, k 4: ck, e, u, r • Set 5: h, b, f, ff, l, ll, ss

PHASE 3 • 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

Blending • Building words for reading – we say each pure sound individually then blend together to read the whole word. We use phoneme frame to show each grapheme. Qu ee n queen

Segmenting • Breaking down words for spelling – we use sound buttons to break the word into its phonemes cat c a t

How we teach… Reading Every day the children are read to by an adult. This is vital to developing understanding (comprehension) and extending vocabulary. When sharing a book, we discuss the pictures, explore new vocabulary and make predictions about what might happen next. We also model to the children how to hold a book, where to start reading and turning the pages from left to right.

How we teach… Reading The children begin their reading journey with books without words – these stories help the children to focus on the pictures to build a story. These books come with prompts for how to share the story and questions to discuss. Using the picture clues to support reading helps to develop comprehension.

How we teach… Reading Once the children have begun to recognise some graphemes and are able to segment and blend phonemes into words they are ready to move on to the first reading books with decodable words. Alongside the decodable words there will be High Frequency Words or ‘tricky words’ which are words that can not be broken down to read such as my, the, go The children will also develop a sight vocabulary of tricky words. To support this, they will bring home tricky words to practise.

How we teach… Writing Before children are able to write, children need to know: • that words make up a sentence, • that finger spaces separate the words • how to segment words into phonemes • the graphemes that represent each phoneme • how to form letters • how to write tricky words

Writing – putting it all together Once the children are able to recognise phonemes and segment into graphemes they will be able to record their ideas by writing words and sentences. The childrens experience of sharing a range of books also goes a long way to support their writing which is why reading is so important.

Supporting Literacy • Jolly Phonics- stories, actions and songs • http: //www. phonicsplay. co. uk • I spy • Rhyming games • Sound bingo • Share books every day