Phonics: Learning to Read with Fun Games

1. The more that you read, the more things you will know. The more that you learn, the more places you'll go.” ― Dr Seuss

2. Aims • to learn more about how children learn to read • to understand our teaching approaches • to learn how we can work in partnership to ensure the best possible outcomes for your children.

3. Phonics • In English there are 44 sounds or phonemes which make up our spoken language. • However, there are only 26 letters. • Therefore, we have a complex code. • To make up some of the sounds we need pairs of letters like /sh/ in ship or /oa/ in boat. You might hear these called digraphs.

4. How do we teach phonics • First your children will be taught the simple code: /s/ /a/ /t/ /p/ /i/ /n/ • Then they will taught to blend the sounds to make a word. • /t/ /i/ /n/ blend to become tin. • They will do this through games – phonics is fun!

5. Gradually, children will learn more phonemes and graphemes until they can read words like: /sh/ /o/ /p/ /g/ /r/ /ee/ /n/ /s/ /p/ /l/ /a/ /sh/ /b/ /l/ /a/ /ck/ /b/ /ir/ /d/

6. Saying the sounds correctly The most important thing to remember is to try to avoid putting /uh/ onto the words /b/ not buh /m/ not muh This makes blending easier: /m/ /a/ /t/ not: muh a tuh If you want to hear the sounds you could visit the Oxford Owl website: Oxford Owl - phonics made easy

7. Two letters - one sound • Children need to recognise when a pair or group of letters stands for one sound: • ship - /sh/ /i/ /p/ NOT /s/ /h/ /i/ /p/ • boat - /b/ /oa/ /t/ NOT /b/ /o/ /a/ /t/

8. Common Exception words Some words are taught using flashcards etc eg the, said These words just need to be learned. This is either because they have an unusual way of writing a sound or because the children have not yet learned that part of the code. Some words start out as “tricky” words but then become decodable.

9. Reading books • In the early stages of reading your child will be given a “phonically decodable” reading book. • These are matched to the phonic stage your child is currently working at. • When children are reading they need to read the words on the page (decode), read for meaning (comprehend) and read aloud with expression. • Sharing books together is also incredibly powerful.

10. Comprehension • Being able to read does not mean you understand what you read. • Your child might sound like a good reader but may not necessarily understand what the text means. • The best way to develop understanding is to talk about texts. • The next slide is easy to read – does anyone understand what it means?

11. According to the previous ATA/IDE hard drive transfer protocol, the signalling way to send data was in synchronous strobe mode by using the rising edge of the strobe signal. The faster strobe rate increases EMI, which cannot be eliminated by the standard 40-pin cable used by ATA and ultra ATA.

12. I can use my understanding of vocabulary to help me make sense of what I read. KS1 reading assessment • What does this mean (word or phrase)? • Which word shows that... • Which word means the same as... • Which word in the text describes...?

13. KS1 - I can understand what I read • Who....? • What did/does....? • What was...? • Why did...? • Which character is ... (greedy, kind etc)? • Where were...? • What made the character...? • What happens...? • What could...? • How did...? • When were...?

14. KS1 - I can understand the sequence of events • Can you tell me the story in order?

15. KS1 - I can make inferences from the text. • Why did the character....? • Why was...? • Give two things the character does that tell you ...? • How do you know that ...? • How can you tell that...? • Why are...?

16. KS1 - I can make a prediction based on what I have read • What do you think will happen next? Why? • Using the title, what kind of a story do you think this will be?

17. The role of phonics in KS2 • All children should be encouraged to use phonics to decode unknown words. Although we seek to ensure that reading many words is now automatic, phonics is the way in which mature readers deal with unknown words. • Some children will continue to need high quality phonics teaching in KS2 and we have specialised materials to help with this.

18. What your child should read - Age appropriate texts • Encourage breadth • Established authors • Reading lists • Ask staff • Library • Audio books

19. KS2 books • Banded for ability, interest and enjoyment • Broad bands and so children are encouraged to choose their own reading • Reading is a partnership! • 90 – 95% accuracy usually

20. Key skills Activate prior knowledge – what do I already know? Prediction – what do I think this might be about/ might happen based on the title and a skim of the first sentence or so Clarification – do I need to find out the meaning of any words? Questioning - what ideas do I need to find out more about Summarising – what is the main point of the text?

21. KS2 - Work out the meaning of words from the context KS1 reading assessment Which word means ....? • Which word suggests that ....? • What does the word ... suggest about how/ why/ where etc? • Find one word that tells you that ... • Give the meaning of the word ... • What does the phrase.... mean?

22. KS2 - Make inference from the text. Explain and justify inferences with evidence from the text • What does this quotation suggest about…? • What impression do you get of the feelings of this character from the text? • What impressions do you get of the setting from the text? • Why did…? • How do you know that? • What might this character have been thinking? • How did the character feel before… and after…? • What evidence is there that…? • What is this character’s attitude towards…? • What do you think happens next? • How can you tell that the main character is feeling.... ? • Explain what this description suggests. • Why was the character feeling... ? • In what ways might this character appeal to many readers? How do you know?

23. KS2 - Predict what might happen from details stated and implied • What do you think will happen next? Why? • Using the title, what kind of a story do you think this will be? • Do you think that the character will change his/her behaviour in the future? Why?

24. KS2 - Retrieve and record information. Identify key details from fiction and non-fiction • Write down three things that you are told about...?. • Can you draw the setting/ character/ detail from the text? • What was revealed at the end of the story? • Using information from the text, is it true that... ? How do you know? • How did ...? • Who had ...? • What happened to ...? • What happened after ...? • Who is/was ...? • What was ... doing when ...? • Give two reasons why...?

25. KS2 - Summarise main ideas, identifying key details and using quotations for illustration • Using no more than ten words can you summarise the first three paragraph? • What is this paragraph about?

26. KS2 - Evaluate how authors use language, including figurative language, considering the impact on the reader • What does this word tell you about...? • Find four words from the text that suggest ..... • Give two impressions this phrase gives you of ...? • Why does the writer use the word… • Why is the description of … a good metaphor to use? • Which word / noun / verb / phrase which shows that… • What words help the reader to imagine…

27. KS2 - Make comparisons within and across books • How does the character’s mood change? • How would you describe this story? (eg a traditional tale?) • Can you think of another story that has a similar theme/ similar characters? • Have you read any other poems/stories by ...?

28. KS2 - Identify/ explain how information/ narrative content is related and contributes to meaning as a whole • The mood of the characters changes throughout the text. Which phrase tells you where this character’s mood changes?

29. I’m Stuck • Use phonics first. What sound does the word begin with? Can you say the sounds in the word? Blend them together. • Read to the end of the sentence. What would make sense? • What is the text about – what might fit here? • Does it sound right? • Tell them or tell them just the tricky part

30. Reading stamina

31. What can I do to help? • Discuss books with them – try reading the same book so you can talk about it • Ask them to prepare a section to read aloud to you • Encourage them to ask you if they come across new words or note them down as they go along to look up later • Encourage them to read a range of texts

32. What can I do to help? • Don’t worry if occasionally book is too hard – read with them/to them to allow them to access it. Then discuss their choice. • Don’t worry if occasionally a book is too easy – use it to develop wider comprehension skills and expression. • Use picture books to look at layers of meaning and discuss themes.

33. And finally... • Make reading visible; have books available in your home • Share books every day • Boys need to see that reading is something men do • Talk about books • Respect choices but encourage ambition • Enjoy reading together; make it fun • Talk to your child’s teacher if you are at all worried

34. Resources to help • Phonics play: http://www.phonicsplay.co.uk/ • Letters and sound: http://www.letters-and-sounds.com/ • Oxford Owl: https://www.oxfordowl.co.uk/for-homehttps://www.oxfordowl.co.uk/for-home • Busy Things: http://www.busythings.co.uk/ • Hairy Letters app: £3.99 on the app store