Reading And Phonics

1. Reading And Phonics Wednesday 6thFebruary 2019

2. What is Phonics? Phonics is a method for teaching reading and writing of the English language by developing learners' phonemic awareness — the ability to hear, identify, and manipulate phonemes — in order to teach the correspondence between these sounds and the spelling patterns (graphemes) that represent them.

3. Phase 1 Phase One of Letters and Sounds concentrates on developing children's speaking and listening skills and lays the foundations for the phonic work which starts in Phase 2. The emphasis during Phase 1 is to get children attuned to the sounds around them and ready to begin developing oral blending and segmenting skills. There are 7 aspects: environmental, instrumental sounds, body percussion, rhyme and rhythm, alliteration, voice sounds and oral blending and segmenting.

4. Phase 2 19 grapheme-phoneme correspondences Set 1: s a t p Set 2: i n m d Set 3: g o c k Set4: ck e u r Set 5: h b f, ff l, ll ss

5. Phase 3 25 more grapheme-phoneme correspondences Set 6: j v w x Set 7: y z, zzqu Phase 3 two and three letter graphemes: ch, shth ng ai eeighoaooar or ur ow oi ear air ureer

6. Phase 4 No new graphemes. Consolidation of phases 1 -3, read and spell words containing adjacent consonants and read and spell polysyllabic words-segmenting to spell, blending to read.

7. Phase 5 New graphemes, alternative pronunciations for those already known and alternative spellings for phonemes. New graphemes: ay(day) ou(out) ie(tie) ea(east) oy(boy) ir(girl) ue(blue) aw(saw) wh(when) ph(photo) ew(new) oe(toe) au(Paul) Split digraphs: a-e(make) e-e(these) i-e(like) o-e(home) u-e(rule)

8. Phase 5 cont’d New pronunciations for known graphemes: i(fin, find), o(hot, cold), c(cat, cent), g(got, giant), u(but, put), ow(cow, blow), ie(tie, field), ea(eat,bread), er(farmer, her), a (hat, what), y(yes, by, very), ch(chin, school, chef), ou(out, shoulder, could, you)

9. Phase 6 Consolidation of all of above. Children apply skills and knowledge learned above to become fluent readers and increasingly accurate spellers. Past tense words. Adding suffixes/prefixes to make longer words. Tricky ‘bits’ in words and use of memory strategies.

10. What is the Year 1 phonics screening check? The phonics screening check is taken individually by all children in Year 1 in England. It is designed to give teachers and parents information on how your child is progressing in phonics. It will help to identify whether your child needs additional support at this stage so that they do not fall behind in this vital early reading skill.

11. There are two sections in this 40-word check and it assesses phonics skills and knowledge learned through Reception and Year 1. Your child will read up to four words per page for their teacher. They will probably do the check in one sitting of about 5-10 minutes.

12. How We Organise Letters And Sounds.

13. Suggested Letters and sounds format

14. EYFS • Nursery children begin with Phase 1. • Reception children start on phase 2 and 3. Any nursery children ready for this phase will join this group. • Reception children secure with phase 2 will move to the solely phase 3 group. • All three phases are taught in small groups. • Fluidity throughout all groups.

15. EYFS • Phonics activities • Sound cards • Sound games • Sound songs • Interactive Education City programme • Small group written work with a teacher once a week • Practical word building; magnetic letters etc • PLUS phonic activities within the continuous provision available at all times within the early years setting.

16. Key Stage 1 • Year 1 – daily 25 minute session plus 2 carousel sessions – reading, phonics, spelling and handwriting. • Currently there are three separate small phonics groups. • One group currently recapping phase 3. • Second group currently working on phase 3 and 4 working towards phase 5. • Third group recapping phase 4 and introducing phase 5. • Fluidity throughout the groups.

17. Year 2 • Daily 25 minute session plus 2 carousel sessions – reading, phonics, spelling and handwriting. • Two separate phonics groups. • Recapping of phase 4 and 5. • Introduction of phase 6. • Fluidity throughout the groups and the Key Stage.

18. Key Stage 1 – Year 1 and 2 • Phonics activities • Sound cards • Sound games • Interactive videos and games – espresso, phonics play, youtube • Practical activities – magnetic letters, sand tray • Written work – sound brainstorming, rainbow writing, silly sentences. • Word Challenge homework book.

19. Interactive Games and Apps

20. Oxfordowl.co.uk – online; sign up and make an account, lots of free e-books based on many reading schemes, questions and games on books read, lots of helpful tips and guides on phonics • Letters-and-sounds.com • Phonicsplay.co.uk (free phonicsplay) • YouTube – Mr Thorne does Phonics, alphablocks • Meet the Alphablocks! – free app on Android & Apple App Store • Geraldine’s Phonic Land – Apple App Store

21. Phonics Glossary • Phonics • Phonemes • Graphemes • Grapheme-phoneme-correspondences (GPCs) • Phoneme-grapheme correspondences • Segmenting and Blending • Digraphs and trigraphs (and four letter graphemes) • Split digraphs

22. Encouraging Your Child To Read • Make reading an enjoyable experience. • Read yourself and encourage other members of your family to talk about their reading. • Keep books in a special place and treat them with care. • Let your child re-read their favourite books. • Point out words all around you. • Visit your library. • Keep in touch with school.

23. Reading At Home • Choose a time that suits you and your child best. • Find a quiet comfortable place that is away from distractions. • Be positive. • Give your child time o work out words. • Ask lots of questions. • Don’t read for too long. • Make it enjoyable!

24. At The Beginning … • Which book are we going to read today? • What do you think that this book is going to be about? • What makes you say that? • What does the blurb say? • What has happened so far in this story?

25. In The Middle … • Talk about the pictures. • Encourage your child to point with a finger to the words if they can read themselves. If you are reading for them, encourage them to follow the words with their finger. • Ask questions about what your child is reading. • Talk about any interesting vocabulary.

26. In The Middle … • If your child gets stuck on a word give them time to try to work out the word themselves. Encourage them to: • Sound out the word (if the word can be sounded out e.g. mat, shop). • Look at the pictures for clues. • Read the rest of the sentence and see if they can work out the missing word. • Ask them if they know another word that looks similar to the one that they can’t read. • If your child is unable to read the word, just tell them the word. • If your child misreads a word, just gently point out the error and encourage them to correct the error but if they can’t just provide the correct word.

27. At The End … • Talk about what you enjoyed about the story. • What was your favourite part of this story? • Would you like to read a story like this again? Why? • Has anything like this ever happened to you? • Have you read another book about the same thing? • Does this story remind you of anything?