Aims of the session... To explain what phonics means. To understand what pure sounds are. To...
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Phonics Workshop
Aims of the session... To explain what phonics means. To understand what pure sounds are. To understand the terminology used in phonics. To be familiar
Aims of the session... To explain what phonics means. To
understand what pure sounds are. To understand the terminology used
in phonics. To be familiar with the way phonics lessons are
delivered and resources that are available to use. To know ways of
supporting your childs learning. To understand the importance of
pseudo words and the Phonics Screening Check in Year 1. To gain an
understanding of the Grammar and spelling test in Year 2.
Slide 3
What do we already know? Quiz
Slide 4
It iz tiem too gow hoam sed v kator pilla. But iy doat wont 2
gow howm sed th butt or flie. Iy wot to staiy heyr.
Slide 5
What is phonics? Although there are 26 letters in the English
alphabet, there are more than 40 speech sounds. Phonics refers to
teaching word recognition whereby phonemes (sounds) associated with
particular graphemes (letters) are pronounced in isolation &
blended together in order to decode words in order to read. Task 1:
Say the phonemes of the graphemes represented ~ phoneme fans.
Segmenting and blending: c a t ~ cat
Slide 6
Segmenting and blending qu ee n Queen Task 2: Segment and blend
words ~ sound button cards.
Slide 7
What is phonics? This process is reversed for writing the
children are taught to say the word they wish to write, segment it
into its phonemes, say them in turn & then write the grapheme
for each phoneme to produce the written word. This is called
encoding. Task: Write words said using a phoneme frame to begin
with then write words and add sound buttons. Boatb oa t boat
Slide 8
What is phonics? The relationship between letters (graphemes)
and their corresponding sounds(phonemes) is called Grapheme phoneme
correspondence (GPC). Systematic synthetic phonics supports
children to develop skills needed to decode (read) & encode
(write) words.
Phonics schemes At Worlingham CEVC Primary School we follow the
Dfes Letters and Sounds programme. This is split into 6
phases.
Slide 11
Phase 1 covers... Environmental sounds Instrumental sounds Body
percussion Rhythm and rhyme Alliteration Voice sounds Oral blending
and segmenting
Slide 12
Phase 2 This phase introduces single sounds, with emphasis
being on pure sounds. 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 It
introduces grapheme phoneme correspondence. The reading of VC and
CVC words through segmenting and blending.
Slide 13
The pure sounds This means correct pronunciation of the sounds
without over-emphasis as this will hinder writing and reading. CD
ROM
Slide 14
Phase 3 This phase completes the teaching of the single sounds
and moves to sounds represented by more one letter e.g. ee, oo, sh,
ch, th these are called digraphs and igh, ear, air these are called
trigraphs. Set 6: j, v, w, x Set 7: y, z, zz, qu Consonant
digraphs: ch, sh, th, ng Vowel digraphs: ai, ee, oa, oo, ar, or,
ur, ow, oi, er Trigraphs: igh, ear, air, ure Task: Writing words
with digraphs in phoneme frames. The children are introduced to
reading more high frequency words and learn to spell some of
these.
Slide 15
Phase 4 In this phase children learn to read and spell words
containing adjacent consonants such as drink, star, pram, tram,
desk. Writing words in phoneme frames. The children continue to
learn to read and spell high frequency words.
Slide 16
Phase 5 This phase teaches alternative pronunciations for
graphemes they already know and new ones. e.g. Sky, happy, yellow
(igh/ ee/ y) The children also learn alternative graphemes for
phonemes they are already familiar with. e.g. Rain, ray, eight,
cake, they, acorn (ai/ ay/ eigh/ a_e/ ey/ a) Vowel digraphs:, ay,
ou, ie, ea, oy, ir, ue, aw, ew, oe, au Consonant digraphs: wh, ph
Split digraphs: a_e, e_e, i_e, o_e, u_e Task: Phoneme Spotter
Slide 17
Phase 6 Phase 6 is ideally the starting level for children
entering Year 2. By the beginning of Phase Six, children should
know most of the common graphemes and their phonemes. They should
also be able to identify graphemes that make the same phoneme. They
should be able to read hundreds of words, doing this in three ways:
1.Reading the words automatically if they are very familiar;
2.Decoding them quickly and silently because their sounding and
blending routine is now well established; 3.Decoding them aloud.
Childrens spelling should be phonetically accurate, although it may
still be a little phonetically plausible at times. Spelling usually
drops behind reading, as it is harder. During this phase, the aim
is that children become fluent readers and increasingly accurate
(though not perfect) spellers.
Slide 18
Phase 6 This phase consolidates the previous phases. It
introduces spelling rules and the specific spelling of words that
cannot be decoded. The focus is on learning spelling rules for
suffixes. -s -es -ing -ed -er -est -y -en -ful -ly -ment -ness This
phase also has a focus on grammar.
Slide 19
Phase 6 In Phase 6 children are expected to start making the
right choices when considering which grapheme to use in their
spelling. For example: Is it c, k, or ck? Is it oi or oy? Is it ou
or ow? Is it ee or ea? Is it an ay, ey, aigh, ai or a_e?
Slide 20
Phase 6 Children are encouraged to carefully consider how the
word looks with their chosen grapheme and to test how other
graphemes look. This is called best fit. Caymcaimcame Boiboy
Bowtboat bote Children are encouraged to make links to their
reading whilst doing this. How did the word look when you saw it in
a book you have read?
Slide 21
What does a Phonics lesson look like? Revisit/reviewFlashcards
to practice phonemes learnt so far. TeachTeach new phoneme air
PracticeBuried treasure Air, zair, fair, hair, lair, pair, vair,
sair, thair ApplyRead captions: I can smell fresh air. I found my
pair of shoes.
Slide 22
Pseudo words These are non-sense words which the children can
decode from phase 2 onwards. e.g. Flob, sab, elb. Task: Buried
Treasure game There are activities on the internet to practise
this. e.g. www.phonicsplay.co.ukwww.phonicsplay.co.uk
Slide 23
Slide 24
Phonics Screening All children in Year 1 will have a Phonics
Screening Test in the Summer Term. The test contains 40 words ~ 20
real and 20 nonsense or pseudo words (alien words). All words in
the test can be decoded by segmenting and blending. However the
children have to be secure in their phonics to recognise where
words contain digraphs or trigraphs. Last years pass mark was 32
out of 40. The test is undertaken 1:1 under test conditions in a
quiet area of the school. Children who do not pass in Year 1 are
retested in Year 2. When hearing your child read at home it is
important to discuss the book and specific words as well as just
reading the printed text.
Slide 25
Year 1 Phonics Test
Slide 26
How do children learn phonics at school? The children have
daily phonics sessions. They are taught using a range of strategies
and resources; Phoneme frames Buried treasure Phoneme fans Matching
captions / sentences to pictures Whats in the box? Quick write
Writing dictated words, captions & sentences Phoneme spotter
stories Comprehension activities Reading Spelling Flashcards Sound
button cards Phonics Songs Robot arms
Slide 27
Back to the quiz! Please have a look back at the quiz completed
at the beginning of the session feel free to ask questions and
change any of your answers.
Slide 28
Reading and comprehension Rose, 2006
Slide 29
Reading - the simple view of reading diagram:
Slide 30
Grammar In 2016 Year 2 children will have to sit a Grammar
test. The key stage 1 English grammar, punctuation and spelling
test is designed to assess grammar, punctuation, language
strategies, handwriting and spelling. (Gov.uk) The test may contain
tasks such as; Adding punctuation to a sentence (, ? ! .) Ordering
a jumbled up sentence / understanding sentence construction. Adding
plurals, suffixes and prefixes. Adding conjunctions (connectives).
Adding verbs, adjectives, apostrophes. Past tense. Understanding
different sentence types (e.g. Command, question, exclamation,
statement) How can I help my child with grammar, punctuation and
spelling? http://www.oxfordowl.co.uk/for-home/reading-site/expert-
help/grammar-punctuation-and-spelling-made-easy
Slide 31
Ways to help your child at home... Practise the pure sounds
Practise reading tricky words Encourage them to use their phonic
knowledge when reading at home Help them to learn their spellings
Play phonics games (phonics play, oxford owls, BBC bitesize, Roy
the Zebra, Gerald the giraffe, ICT games, Crickweb) Practise
reading pseudo words. Ask us if you are not sure on any sound. Talk
to them to model grammar patterns. Read to your child ~ this helps
them to internalise grammar patterns and extends their vocabulary.
Listen to your child read and make time for discussion around the
text.
Slide 32
Finally... We hope you have found this both useful and
informative. We would like your feedback please use the coloured
paper on your table to leave us your comments things youve enjoyed,
whats been useful and any suggestions you have! Any questions?
Please look at resources we have to support Phonics teaching.
