Phonics for Reading and Spelling

Phonics Game • Use the phase 2 grapheme cards to

make as many different words as possible.

s t a i

Workshop Aims • To gain an understanding of the way in

which phonics is taught for reading and spelling.

• To understand the different vocabulary involved in phonics teaching.

• To hear the pronunciation of individual phonemes.

• To collect ideas for activities to support children at home.

Early Phonics Phonics is split into different phases to be taught during the

Foundation Stage and Key Stage 1.

PHASE 1

• Environmental and instrumental sounds including voice sounds

• Rhythm, rhyme and alliteration

• Oral blending and segmenting

PHASE 2

• Children will learn their first 19 phonemes:

Set 1: s a t p Set 2: i n m d

Set 3: g o c k Set 4: ck (as in duck) e u r

Set 5: h b l f ff (as in puff) ll (as in hill) ss (as in hiss)

• They will use these phonemes to read and spell simple “consonant-vowel-consonant” (CVC) words:

sat, tap, dig, duck, rug, puff, hill, hiss

Phonics Words Your children will learn to use the term:

Blending

• Children need to be able to hear the separate sounds in a word and then blend them

together to say the whole word.

Blending

/b/ /e/ /d/ = bed

/t/ /i/ /n/ = tin

/m/ /u/ /g/ = mug

Phonics Words Your children will learn to use the term:

Segmenting • Children need to be able to hear a whole

word and say every sound that they hear .

Segmenting

bed = /b/ /e/ /d/

tin= /t/ /i/ /n/

mug= /m/ /u/ /g/

Oral blending and segmenting – how to help at home:

Children need to practise hearing a series of spoken sounds and merging them together to make a word.

The ‘robot game’

For example, you say ‘b-u-s’, and your child says ‘bus’.

‘I spy’ can be played by saying the sounds in the word instead of the initial letter name.

Phonic terms your child will learn at school

• Phoneme • Grapheme • Blending • Segmenting • Digraph • Trigraph • Phoneme frame • Sound button • Tricky words

Challenge

• 2 minutes to chat together and give an example or explanation for the phonics vocabulary – there is a sheet on your table

• GOOD LUCK!

Phoneme – a letter sound made verbally Grapheme – a written phoneme (letter sound) Blending – ‘Squashing’ sounds together to make a word Segmenting – Splitting a word into its component sounds Digraph – 2 letters to make 1 phoneme ‘ch’ Trigraph – 3 letters to make 1 phoneme ‘air’ Phoneme frame – boxes to show each sound seperated in a written word Sound button – each phoneme in a word Tricky words– words that have more unusual graphemes to represent phonemes i.e. ‘the’ and ‘go’

Saying the sounds

• Sounds should be articulated clearly and precisely.

• http://www.ruthmiskin.com/en/resources/sound-pronunciation-guide/

• Good Letters and Sounds youtube clip (Google search pronunciation of phonemes)

How are sounds and words taught at school?

• Flashcards

• Actions

• Grapheme hunts inside and out

• Computer games – www.phonicsplay.co.uk

• Writing graphemes with pens, chalks, paint, water

How can I help at home?

• Sound talk and robot talk words • ‘I spy’ games using oral blending and

segmenting • Magnetic letters • Foam bath letters • Whiteboards and pens • Felt pens / crayons and big sheets of

paper

Phase 3: Learning the long vowel phonemes

• Children will enter phase 3 once they know the first 19 phonemes and can blend and segment to read and spell CVC words.

• They will learn another 26 phonemes:

• j, v, w, x, y, z, zz, qu

• ch, sh, th, ng, ai, ee, igh, oa, oo, ar, or, ur, ow, oi, ear, air, ure, er

• They will use these phonemes (and the ones from Phase 2) to read and spell words:

chip, shop, thin, ring, pain, feet, night,

boat, boot, look, farm, fork, burn,

town, coin, dear, fair, sure

Phonics words Phoneme frame and

sound buttons

c a t

f i sh

. . .

. . _

Add these words to a phoneme frame

ring chick

flight

Answers

r i ng ch i ck

f l igh t

. . _ _ . _

. . _ .

How can I help at home? • Phoneme frames

• Flashcards on fridge

• Spot words in reading books

• Magnetic letters

• Foam bath letters

• Robot talk games as in phase 2

Phase 4: Introducing consonant clusters: reading and spelling words with four or more phonemes

• Children move into phase 4 when they know all the phonemes from phases 2 and 3 and can use them to read and spell simple words (blending to read and segmenting to spell).

• Phase 4 doesn’t introduce any new phonemes.

• It focuses on reading and spelling longer words with the phonemes they already know.

Sort the words

pick fleth thin

pan harn paig

Other games / activities phase 4

• Matching pictures and words

• Answering yes/no questions

• Shared and independent writing

• Countdown – reading a list of words in a time limit – can be a team game

• Quickwrite – write graphemes quickly on whiteboard or paper

• Sentence substitution – sentences at child’s level with other word cards to substitute

i.e. The bus is red. Word cards for ‘train’ and ‘blue’

The lazy dog slept on the cosy sofa.

cat ugly jumped hard bench walked

Phase 5: • Children will be taught new graphemes and alternate

pronunciations for these and graphemes they already know, where relevant.

• Children will be encouraged to think of graphemes as a ‘code’ ‘This is the code for…’

• When spelling words they will learn to choose the appropriate graphemes to represent phonemes – spelling banks and word lists.

Phase 5:

• New graphemes introduced in phase 5

ay day oy boy wh when a-e make

ou out ir girl ph photo e-e these

ie tie ue blue ew new i-e like

ea eat

bread

aw saw oe toe o-e home

au Paul u-e cube

flute

ea bread

y happy

shy

c city g giant kn kight wh when

Teaching split sounds (split diagraphs)

like

snake

complete The ‘e’ on the end says ‘I might be a split sound!’

Teaching split sounds (split diagraphs)

like

snake

complete The ‘e’ on the end says ‘I might be a split sound!’

Speed Reading

complete

extreme

compete

evening

theme

concrete

Phase 5 activity

Phoneme spotter story – can you spot the different ‘ee’ sounds in the story?

A Real Treat

Tom was very happy. It was the weekend and he was off to the

beach with Mum and Dad, his puppy and baby Pete. “Help me pack the green bag’” said Mum. “We need the

sun cream and lots to eat.”

A Real Treat

Tom was very happy. It was the weekend and he was off to the beach with Mum and Dad, his puppy and baby Pete.

“Help me pack the green bag’” said Mum. “We need the sun cream and lots to eat.”

Sound Chart

ee ea e_e y e

weekend Green need

beach eat cream

Pete baby puppy

he me

Useful resources • White board and pen

• Chalks for writing on pavement/patio

• Phoneme frames

• Word cards

• Dictionary

• www.phonicsplay.co.uk

• Reading books – make sound charts

Speed Spelling Paper on the floor or table

Run to the paper and write the spelling

Phone a friend if needed

In the booth spelling Head in a cardboard box – this has become the spelling booth

Rainbow writing

Write over the spelling in many different colours

Reading • 1.) Read the text to your child.

• 2.) Note down on paper any ‘tricky words’ or words with difficult spelling patterns.

• 3.) Speed read the words and sounds – use different voices.

• 4.) Ask your child to read the text. Refer to the list of words you made as you go through.

Lets Practise!

Common Questions Q: My child likes to write at home – should I correct spellings?

The mowntin wos veree high.

A: Child to only practise common spellings “You have used the right sounds but actually the code for the sounds in this words is...

Write the word 3 times

Common Questions Q: How are children supposed to know what spelling pattern to use?

A: Practise! Word banks and word lists of words using the same spelling pattern.

Use the spelling practise grids being sent home for phonic words and common words.

Common Questions Q: How do I pronounce all of the different phonemes?

A: Look at www.mrthorne.com it contains all of the different sounds and the short videos show how to pronounce them.

Phonics Screening Test • June of Year 1

• 40 alien and human words

• With teacher 1:1

• Ask if you would like to see a booklet from previous years

Thank you for coming! I really hope that this information

has been useful.

If you have any questions – please feel free to come and ask.