Transcript Parent Phonic and Spelling Workshop

Whitley Village Primary
School
Having fun with Phonics
29.11.16
Literacy Trust Research
Only one child in four has a
book at home.
Estimated that this equates
to 4 million children.
What started the focus on
phonics
• Read by Six
• Ofsted focus
• Year One Phonics Check
Phonics should be set within a
broad and rich language curriculum,
that takes full account of
developing the four interdependent
strands of language and enlarging
children's stock of words
It is crucial to teach phonic work
systematically, regularly and
explicitly because children are
highly unlikely to work out the
relationship of phonics to the four
strands of language
Segment and blend for reading
Blend and segment for writing
National Picture
• KS1 Reading at secure L2 not
improving sufficiently
• Teaching of phonics in FS and
KS1 sometimes haphazard
• Teaching of early reading skills
limited
What do we need to do?
• Half termly tracking of children –
especially groups
• Daily 4 part planned lesson
• Rotation of staff if grouping
• Opportunities to practice and
apply
Classroom Environment
• Displays alphabetically grouped
• Words on back of chairs
• Labelling underlined
Expectations
By the end of Reception
• 85% of children will be able to
read and write vowel digraphs,
two-syllable words, use letter
names etc.
• Secure Phase 3/4
• Book Bands 3+
Expectations
By the end of Year 1
• 85% of children will be able to
segment and blend words for
reading and writing, read 2 and 3
syllable decodable words, read
100 common words, no longer
sounding out etc
• Phase 5/6
• Book Bands 6/7
Activities are designed to help
children…..
• Listen attentively
• Expand their vocabulary
• Speak confidently to adults and
other children
• Discriminate phonemes
• Reproduce audibly the phonemes
they hear in order, all through
the word
Phase 1
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Seven Aspects
Three strands in each
Modelling Speaking and Listening
Introduces oral blending and
segmenting in Aspect 7
Adult-led activities
Illustrated freely chosen activities
Three activities planned each day
Continues well beyond introduction of
Phase 2
What we need to provide
daily from phase Two….
• High quality phonic work:
• Teaching short, discrete daily
sessions. Review, teach, practise and
apply. Oral and written sentences
• Multi-sensory activities to practise
real and non-sense words
• On going focussed assessment. Half
termly tracking
• Worksheet free zone
• Terminology
• Pure enunciation
• Sound buttons
Phoneme count
• cat
• day
• relax
• hope
• finish
• Christmas
• shopping
• teacher
Phase 2
• Introduces 19 grapheme-phoneme
correspondences
• Decoding and encoding taught as
reversible processes
• As soon as children have a small
number of grapheme/phoneme
correspondences, blending and
segmenting can start (s,a,t,p,i,n)
• “Tricky” words
TYPICAL DURATION : Up to 6 weeks
Phase Two
• Introduction of the four part
lesson.
• Review
• Teach
• Practise
• Apply
Phase 3
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Introduces another 25 graphemes
Most comprising two letters
Representation of each of the 43 GPCs
Reading and spelling two syllable
words and captions
• Letter names are taught
TYPICAL DURATION : 12 weeks
Phase 4
• Consolidates knowledge of GPCs
• Introduces alternative
pronunciations for reading
• No new GPCs
TYPICAL DURATION : 4 – 6 weeks
Phase 5
• Introduces alternative
graphemes for spelling
• Introduces alternative
pronunciations for reading
• Developing automaticity
Throughout Year 1
Best Guess
Four Part lesson
• Review.
‘ay’
• Teach.
‘i – e’
• Practise.
I can do the splits!
• Apply.
We can do it!
Phase 6
• Increasing fluency and accuracy.
• Throughout Year Two (although
teaching of spelling continues
well into KS2).
• Year2 and Year3 Planning
exemplification and spelling
programme (PwS CD-Rom).
• Spelling Bank.
Year One Phonics Check
• Assess and identify gaps.
• Sound buttons.
• Engage parents.
• Read administration instructions
carefully.
• Hold a couple of competent pupils
until last.
Adding “s” or “es”
• Ash
• Watch
• Pen
• Church
• Toy
• Cup
• Brush
• Witch
“s” and “es” rule
• Most words add “s”
• When clapping, if the plural of a
word gives an extra syllable then
add “es”
Adding “s” or ”ies” to
words ending in “y”
• Ray
• Jelly
• Puppy
• Daddy
• Penny
• Monkey
• Baby
• Day
“s” or “ies” rule
• If a vowel comes before the “y”
then add “s”
• If a consonant comes before the
“y” then take the “y” off and add
“ies”
Adding “ing” to words
•Clean
•Think
•Dream
•Jump
•Ask
•Go
•Walk
•Do
•Hop
•Shop
•Shut
•Hug
•Clap
•Skip
•Plan
•Fit
•Hope
•Take
•Write
•Bite
•Make
•Save
•Shine
•Care
“ing” Rules
• Most words just add “ing”
• Words ending in “e” drop the “e”
and add “ing”
• Words with a short vowel before
the final letter double the final
letter
Adding suffixes to words
ending in “y”
•Happy
•Happiness •Happier
•Happiest
•Happily
•Pretty
•Prettiness •Prettier
•Prettiest
•Prettily
•Lazy
•Laziness
•Lazier
•Laziest
•Lazily
•Funnier
•Funniest
•Funnily
•Funny
Words ending in “y”
• Words ending in “y” change to
“i” and add suffix
At the end of KS1
Pupils need to know:
• Syllable.
• Letter names.
• Doubling consonant rule when
adding suffixes
• Plural rule – s and es.
Generic activities
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Phonics aerobics
Beat the detective
Quiz, quiz trade
Two into one
Pirates “ahoy!”
Cowboy phonics
I can do it!
All the “ai’s”
Damp squib
Phonics circle
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