The Raglan SchoolsPhonics information and workshop for

parents16th November 2016

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Aims of this Session

• To share how phonics is taught at Raglan School.

• To develop your confidence in helping your children with phonics

• To revise the basics of phonics and some useful phonics terms

• To outline the different stages in phonic development

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Everything starts with reading

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• Every day the children have a 20-25 minutesession of phonics.

•Fast paced approach

• Lessons encompass a range of games,songs and rhymes

• This school uses the Letters and Sounds scheme to support the teaching of phonics

• There are 6 phonics phases which children work through.

Daily Phonics

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Glossary:

• Phonemes: The smallest units of sound that are found within a word

• Grapheme: The spelling of the sound e.g. th• Digraph: Two letters that make one sound when read• Trigraph: Three letters that make one sound• CVC: Stands for consonant, vowel, consonant.• Segmenting: is breaking up a word into its sounds. • Blending : Putting the sounds together to read a word• Tricky words: Words that cannot easily be decoded.• High frequency words: Words that appear in texts

frequently, e.g. the, said, and, some.

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Getting ready for phonicsPhase 1 – NurseryChildren learn:

- Awareness of rhyme and alliteration- To distinguish between different sounds in

the environment and phonemes- To explore and experiment with sounds

and words- To orally blend and segment phonemes

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• Nursery rhymes, songs, action rhymes• Add sound effects to stories• Music and movement: rhythm, guess the instrument• Talking about sounds: listening walks, loud/soft, high/low, silly noises•Speaking & listening: silly sentences “Happy Harry hops”, mimics, animal sounds.

How can I help at home?

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Saying the sounds

• Sounds should be articulated clearly and precisely

• Stretchy sounds - e.g. ssssss, mmmmmm, llllllll, nnnnnn, shhhhhhh, rrrrrrr, zzzzzzzz, vvvvvvv

• Bouncy sounds - e.g. /c/ /t/ /p/ /b/ /d/ /g/

• Unvoiced - /t/, /h/ and /p/

• No schwa-ing! ‘c’ not ‘cuh’

• You tube – Articulation of phonemes clip https://www.youtube.com/watch?v=BqhXUW_v-1s

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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.

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Blending

/b/ /e/ /d/ = bed

/t/ /i/ /n/ = tin

/m/ /u/ /g/ = mug

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Phonics WordsYour 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.

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Segmenting

bed = /b/ /e/ /d/

tin= /t/ /i/ /n/

mug= /m/ /u/ /g/12

Oral blending: The Robot Game Children need to practise hearing a series of spoken sounds and merging them together to make a word.

For example, you say ‘b-u-s’, and your child says ‘bus’.“What’s in the box?” is a great game for practising this skill.

How can I help at home?

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Next steps:Learning phonemes to read and write

simple words • Children will learn their first 19 phonemes: Set 1: s a t p Set 2: i n m dSet 3: g o c k Set 4: ck (as in duck) e u rSet 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 All these words contain 3 phonemes.

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Phonics WordsYour children will learn to use

the term:

phoneme Phonemes are sounds that

can be heard in words e.g. c-a-t

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Phonics WordsYour children will learn to use

the term:

grapheme

This is how a phoneme is written down.

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Phonics WordsYour children will learn to use

the term:

digraph

This means that the phoneme comprises of two letters

e.g. ll, ff, ck, ss.

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Phonics words Phoneme frame and

sound buttons

f i sh

c a t

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. . .

. . _

Phoneme frames game

map shops chairliquid 19

Tricky WordsThere are many words that cannot be

blended or segmented because they are irregular.

the was said you some

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How can you help?

• Play ‘I spy’ using the sounds instead of letter names• How many sounds?• What sound did you hear?• Sound-talk/ robot talk/puppet talk• Simon saysReverse the segmenting and blendingStress that this oral work – prepares the way for later.

For older children you can do the same with syllables.

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Next steps• Letter names are introduced through alphabet

songs in this phase• It is expected that letter names will be known by

the end of the Foundation Stage• Children should be able to recognise letters by

name on an alphabet frieze including lower and upper case letters.

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Learning the long vowel phonemes

• Children will enter this phase once they know the first 19 phonemes and can blend and segment to read and spell simple words (CVC) e.g. cat, dog

• They will learn another 26 phonemes/sounds:

• 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 previous

phase) to read and spell words: chip, shop, thin, ring, pain, feet, night, boat, boot, look, farm, fork, burn, town, coin, dear, fair, sure

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Phonics WordsYour children will learn to use the

term:

Trigraph This means that the

phoneme comprises of three letters

e.g. igh , ear, ure

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Where would you put the sound buttons?

moth check tail night

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Next steps:Introducing consonant clusters:

reading and spelling words with four or more phonemes

• This phase doesn’t introduce any new phonemes • It focuses on reading and spelling longer words with

the phonemes they already know• These words have consonant clusters at the

beginning: spot, trip, clap, green, clown…or at the end: tent, mend, damp, burnt …or at the beginning and end! trust, spend, twist.

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Next steps•Learn different ways to say the same grapheme.

Fin/find, hot/cold, cat/cent, got/giant,

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Learning all the variations!

Learning that the same phoneme can be represented in more than one way:

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burn

first

Term work

meat bread

he bed

bear hear

cow low

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Learning that the same grapheme can represent more than one phoneme:

Learning all the variations!

Grouping words y

happy

ee

sleep

e-e

eve

ea

seat

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Teaching the split digraph

time

tone

cube

pine

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At the end of Year 1

• Phonics screening check for all pupils at the end of Year 1.

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The phonics screening check for Year 1 pupils

• The phonics screening check is a quick and easy check of your child’s phonics knowledge. It helps your school confirm whether your child has made the expected progress.

• How does the check work? • A child will sit with a teacher he or she knows and be asked to

read 40 words aloud. • The child may have read some of the words before, while

others will be completely new. • The check normally takes just a few minutes to complete and

there is no time limit. If a child is struggling, the teacher will stop the check. The check is carefully designed not to be stressful for children.

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What are ‘non-words’? • The check will contain a mix of real words and

‘non-words’ (or ‘nonsense words’). The child will be told before the check that there will be non-words that he or she will not have seen before. Many children will be familiar with this because many schools already use ‘non-words’ when they teach phonics.

• Non-words are important to include because words such as ‘vap’ or ‘jound’ are new to all children. Children cannot read the non-words by using their memory or vocabulary; they have to use their decoding skills. This is a fair way to assess their ability to decode correctly.

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Sample check words

• tox• bim• vap• ulf• geck• chom• tord• thazz• blan• steck

• hild• quemp• shin• gang• week• chill• grit• start• best• hooks

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How can you help?• Point out obvious alternative spellings that you see

around• Develop I spy to include more tricky words,

pronunciations etc. • Think of made up words for different sounding

phonemes, e.g. head bead - use magnetic letters• Make up names for imaginary aliens and ask your

child to decode them.• Here is an alien from Mars. • His name is Snork. Can you tell me how to spell Snork?

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How can I help at home?• When spelling, encourage your child to think about what “looks right” what’s the ‘best bet’ for a

spelling.

• Have fun trying out different options…wipe clean whiteboards are good for trying out spellings.

• tray trai• rain rayn• boil boyl• boy boi• throat throwt• snow snoa

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Useful websites

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• BBC http://www.bbc.co.uk/schools/wordsandpictures

• http://www.theschoolrun.com/what-magic-e

• http://primarytools.co.uk/pages/phonics.html

• http://www.phonicsplay.co.uk/

• http://www.letters-and-sounds.com/phase-2-games.html

• http://www.familylearning.org.uk/phonics_games.html

• http:// www.communication4all.co.uk

• http:// www.tes.co.uk/resources

• http:// www.focusonphonics.co.uk

• http://www.education.gov.uk/schools/teachingandlearning/pedag

ogy/phonics

Resources

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Youtube •‘Articulation of Phonemes’ – examples of how to articulate the sounds correctly•‘Geraldine the Giraffe’ - phonics sounds video clips.

Free Apps •Abcpocketphonics •BBC CBeebies •First Words Sampler •Phonics Vowels •Phonics Genius•Phonics Awareness

Don’t forget…Phonics is not an end in itself. It all

comes back to reading with children, hearing them read and

reading to them.Learning to read should be fun for

both children and parents.

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