Phonics Workshop

Phonics and Reading parents workshop Mrs Munir – English Lead, KS2 Phase Leader Ms Sanderson – KS1 Phase Leader, Year 2 Miss Gallagher – Nursery Miss Sharples – Reception Miss Byrnes – Reception Mrs Walton – Year 1 Mr Moorby – Year 2 Miss Lewis – Year 6, English Lead

Every child can read Learning to read is like learning to play a musical instrument, or learning to drive a car – it is a complex system of several skills that need to be learnt in order to be successful.

The difficulties in reading ď ľ

https://www.youtube.com/watch?v=uZV40f0cXF4

The English Language is not simple!

igh: high i: find

ie: tie

igh i_e: like

y: my 1/17/20

Phonics quiz 1)

What is a phoneme?

2)

How many phonemes are in the word ‘shop’?

3)

What is a digraph?

4)

What is a CVC word?

5) What is a ‘trigraph’?

Phonics quiz 1) What is a phoneme?

A unit of sound.

2) How many phonemes are in the word ‘shop’?

3 3) What is a digraph?

Two letters which make one sound.

4) What is a CVC word?

Consonant-vowel-consonant.

5) Give an example of a CVC word. cat 6) What is a ‘trigraph’?

Three letters which make one sound.

7) Give an example igh

Key Vocabulary Phonemes: Single sounds - 1 letter which makes one sound: t Digraph: 2 letters making one sound: ow Trigraphs: 3 letters making one sound: igh Split digraphs- 2 vowels with a consonant in between: spine - i_e (Used to be known as the magic e!)

What is Phase 1?

What is Phase 1?

Develops children’s speaking and listening skills, phonological awareness and oral blending and segmenting.

Phase 1 largely falls within Communication, Language and Literacy , but it also promotes other areas such as music.

Activities and opportunities in Phase 1 are mainly adult-led.

Phase 1 paves the way for children to make a good start in reading and writing. Â

The 7 aspects within Phase 1

Â

1: Environmental sounds 2: instrumental sounds 3: Body percussion 4: Rhythm and Rhyme 5: Alliteration 6: Voice sounds 7: Oral blending and segmenting

Activities are designed to help children: • • • • • •

Listen attentively Grow their vocabulary Speak confidently Discriminate phonemes Reproduce phonemes Use sound talk

Environmental Sounds Aim: to raise children’s awareness of the sounds around them and develop their listening skills.

Activities: Listening walks, animal sounds, everyday sounds in the house, what’s in the box?

How to help at home Join in with play to model and enrich vocabulary.

Engage in small world and role play to teach new and unfamiliar vocabulary.

Experiment with sounds and the sounds that objects make- a packet of crisps, a set of keys.

Instrumental Sounds (Phase 1, Aspect) 2) Aim: to develop children’s awareness of sounds made by instruments and noise makers.

Activities: stop and go, loud and quiet, fast and slow, adding sounds to stories and rhymes, what’s instrument is behind the screen?

How to help at home Make a home made shaker- fill an empty box with dry pasta, dry peas.

Make an instrument with a household object, for example a pan drum, and play stop and go games.

Make music with instruments, allow your child to investigate more unusual instruments that you may have at home- guitars, pianos

Body Percussion Phase 1, Aspect 3 Aim: to raise children’s awareness of sounds and rhythms.

Activities: Action songs, copy my sound, copy my pattern How to help at home Using your bodies encourage your child to imitate the sounds of different instruments- what could they do that sounds like a banging drum?

Make a pattern and ask your child to copy it- clap, clap, stamp!

Clap, clap, stamp!

Rhythm and Rhyme (Phase 1, Aspect 4)

Aim: to develop children’s appreciation, awareness and experiences or rhythm and rhyme in speech.

Activities: Rhyming bingo, syllable clap, odd one out, silly soup, finish my rhyme How to help at home Sing lots and lots of nursery rhymes and action songs.

Share lots of stories, especially those with repeated refrains and a catchy rhythm- We’re Going on a Bear Hunt.

Alliteration (Phase 1, Aspect 5)

Aim: to raise children’s awareness of the initial sounds of words and developing the ability to match words and objects that start with the same sound. (Not letter!)

Activities: I-Spy, silly soup, Zoe’s zoo How to help at home Give everybody alliteration names.

Find things around the house or in the shop that start with the same sound.

Play Ispy with letter sounds, not letter names.

Voice Sounds Aim: to enable children to distinguish between different vocal sounds and to begin to segment and blend orally.

Activities: Sound bingo, What’s in the bag, voice sounds How to help at home Make silly sounds and watch mouth movements in the mirror, sit opposite each other and pretend to be looking in the mirrorcan you copy each other’s sound?

Explore new and exciting textures, introducing new words such as smooth, frothy and crunchy.

Oral Segmenting and Blending Aim: to practise oral segmenting and blending, encouraging and teaching children how to isolate the phonemes in words.

Activities: Going on a picnic, What’s in the bag, Metal Mike How to help at home Sound out everyday items- c-u-p, d-o-g.

Using CVC words, count the individual sounds within the word.

Books, Books, Glorious Books!

Children benefit greatly by being surrounded by books from an early age.

Remember to share lots of stories and rhymes and bring them to life with your voice and other sound effects.

Encouraging a love for books will ensure your child sees them as something to enjoy.

Music and Rhyme Sing your favourite songs, rhymes and jingles, adding your own music using instruments and your body.

Make up silly songs and rhymes, wherever and whenever! “Wipe that dirty table…”

Make your own instruments!

Talk and Listen Most importantly, talk to your child and listen to your child.

Acknowledge their voice and give them your attention, give your child a reason to talk and develop their use and understanding of vocabulary.

Phase 2 Children will learn: • 19 letters of the alphabet and one phoneme for each.

• How to blend sounds together to make words.

• How to segment words into their separate sounds.

• To read simple captions.

• To recognise 6 tricky words. (I, to, go, no, the, into)

During Phase 1 children have experienced a wealth of listening activities including songs, stories and rhymes.

Children will be able to distinguish between speech sounds and most children will be able to blend and segment words orally.

Some children may be able to recognise rhyming words and will be able to provide a string of rhyming words.

Not being able to do the above does not stop us from moving into Phase 2. Phase 1 activities and experiences always continue.

Articulation  When phonemes are taught, it is vital that children

learn the correct way to say it and to only say it once.  Hearing and blending sounds then becomes accurate.  E.g. c-a-t

Teaching Sequence Introduction objectives and success criteria Revisit and review practise previously learnt letters Teach a new letter / blending and segmenting / tricky words Practise reading / spelling words with new letter Apply read / write a caption

Phase 2 graphemes / phonemes 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

Phase 2 You have 1 minute to make as many words as you can using these letters only.

s

p

a

t

n

i

Phase 2 Tricky Words the to go no

(I

into)

Blending to read

hat . . .

k i ss . . _

Blending to read How many words can we count...

What letters do you know?

It is a h a t

Can you add the sound buttons?

What letters do you know?

How many words can we count...

Blending to read Can you add the sound buttons?

Can you circle the tricky word?

The hat is red

Phase 2 Activities • Multi-sensory introduction to each sound – an action, its formation, a song and links to where it is an initial sound • Flashcards • Guess my picture • Matching words/captions and pictures • Bingo • Quick Write

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

chop shop thin, path ring rain feel high coat zoo car sort curl cow coin hear fair sure letter

Phase 3 •

Recap the 19 graphemes already taught

in Phase 2.

• Teach Set 6 - j v w x •

Teach Set 7 - y z zz qu

•

Introduce consonant digraphs - ch sh th ng

•

Vowel digraphs (and trigraphs) ai ee igh oa oo ar or ur ow oi ear air ure er

•

Tricky words (he, she, we, me, be, was, my, you, her, they, all, are)

•

By the end of Phase 3 the children will know one way of writing down each of the 44 phonemes.

Phase 3 – CVC words • CVC words such as pig, cat, dog, beach, seed.

• We teach children ‘sound buttons’ or counting sounds.

• How many ‘sound buttons’ are in these words?

c a t sheep dog

church

Phase 3 – CVC words • CVC words such as pig, cat, dog, beach, seed.

• We teach children ‘sound buttons’ or counting sounds.

• How many ‘sound buttons’ are in these words?

c a t sheep dog

church

Phase 3 During our Phonics sessions we provide lots of opportunities for children to apply their learning through fun games and activities.  Buried

treasure

 Phonics

play

 Bingo  Beat

the timer

Buried treasure, let’s try it together!

This game is great for encouraging children to sound out words correctly.

The following website is really useful: http://www.phonicsplay.co.uk/BuriedTreasure2.html ď ľ

This might also be used as an independent activity during session times.

Phase 4 

The purpose of this phase is to consolidate children’s knowledge of graphemes in reading and spelling.



No new grapheme-phoneme correspondences are taught in this phase.



Children learn to blend and segment longer words with adjacent consonants, e.g. swim, clap, jump.



Tricky words – These are tricky because they cannot be sounded out. (said, so, do, have, some, come, were, there, little, one, when, what).

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  Consonant digraphs: wh, ph  Tricky words: oh, their, people, Mr, Mrs, looked, called, asked, could

Alternative sounds

What does a phonics lesson look like?

Revisit/review Flashcards to practice phonemes learnt so far.

Teach Teach new phoneme air Practice Buried treasure Air, zair, fair, hair, lair, pair, vair, sair, thair Apply Read captions: The goat had a long beard.

The quack was right in his ear.

Assessment The assessment of children is ongoing and is carried out in the following ways: 

Phonics sessions



Independent activities



Group reading



Writing activities (phonetically plausible words eg bloo, wud, wen)



Intervention programmes



Application across the curriculum



Year 1 and 2 phonics groups are fluid, with children regularly changing groups to be more appropriate

Year 1 phonics screening check

Reading 

Main approach to supporting children with unknown words is through phonics.



Daily phonics sessions in groups.



Sharing books at home.



Importance of reading for enjoyment.



Understanding what they have read; asking questions about the text will help assess their understanding of reading.

Phonics alone is not enough!

The num flobbits grump wiffly on the worp. Buppies, grump but ent wiffly.

Buppies grump woffly.

How do buppies grump?

What is grumping?

When phonics doesn’t work… Sight

Words The shape of words Visual memory – have I seen the word before? Using context – does it make sense? Using grammatical knowledge Cross-checking

Good readers use phonics alongside other strategies to read for meaning. Good phonics skills alone are not enough.

Phase 6 

Phase 6 is the final stage in a child's phonetic journey.



The main aim of Phase 6 is for children to develop their fluency as a reader and increase their accuracy when spelling.



It teaches children a wide range of strategies to decode unfamiliar words when they come across them.

Phase 6 

In Phase 6 children will focus on:

- Adding prefixes and suffixes (ly, ing, ed) 

The past tense (run – ran / jog – jogged)



Making words plural (church – churches / puppy – puppies)



Spelling rules



Apostrophes (for both possession and contraction)



Homophones (pours - paws - pause)

Phase 6 – Example Lesson 



Exploring Plurals.

Do you add s or es onto these words to make them plural?

Laptop Book Church Fox Pen Baby Toy Mouse

Laptops Books Churches Foxes Pens Babies Toys Mice

Phase 6 – Example Lesson 

What are the different rules?

Rule

1 – Normally add just ‘s’

Rule

2 – If it makes a ‑s, ‑sh, ‑ch, ‑x, or ‑z sound at the end add ‘es’

What

if words end in Y? How do we know to add ‘ies’ or just ‘s’?

 If there is a constant before the Y (Baby) - turn Y to I  If there is a vowel before the Y (Toy) – Just add s

Useful Websites  www.phonicsplay.co.uk  www.ictgames.co.uk  www.bbc.co.uk  http://www.letters-and-sounds.com  http://www.woodlands-junior.kent.sch.uk  www.roythezebra.co.uk  www.mrthorne.com  www.readwithphonics.com

Thank you for attending our phonics workshop.

We hope you have found it useful and enjoy using some of the games and activities with your own children. It really is important to encourage reading at home and make it fun.

Please make your way to 2NM to have a look at some of the phonics activities we use in school, and to ask us any questions!