Birdwell School Phonics and Spelling Workshop

WALT:

• Share how phonics is taught in Key Stage 1 – outline terminology and structure • Share examples of activities and resources we use to teach phonics • Share websites which parents can use to support their children • Give you an opportunity to ask questions

Phonics is all about using …

skills

for reading and spelling

+

knowledge

of the alphabet Learning phonics will help your child to become a good reader and writer.

Every child in KS1 and lower KS2 has a 20 minute daily phonics or spelling session at their level.

Children are brilliant at moving to their phonics groups and working really hard for the short burst of phonics and spelling time.

Daily Phonics

•Every day the children have 20 minute sessions of phonics.

• It is a fast paced approach. • Lessons encompass a range of games, writing on whiteboards and exploration of patterns and rules.

•There are 6 phonics phases which the children work through at their own pace.

Phonic terms your child will learn at school

• Phoneme • Grapheme • Blending • Segmenting • Digraph • Split digraph • Trigraph • Phoneme frame • Sound button • Tricky words

Glossary:

• Phonemes: The smallest units of sound that are found

within a word

• Grapheme: The spelling of the sound e.g.

th

• Diagraph: Two letters that make one sound when read • Split diagraph: Two letters that make one long vowel

sound but that are split by a consonant e.g. h o p e

• Trigraphs: Three letters that make one sound • 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.

Phonics Screening check – Year 1 • A new statutory assessment for all children in Year 1 • It is designed to confirm whether individual children have learned phonic decoding to an appropriate standard. • 40 words that children read 1:1 with a teacher • A combination of real words and psuedo-words or ‘alien’ words.

If children do not meet the required pass mark for the check, then additional phonic support will be put in place, if needed.

In Years 1 and 2 …

Typical lesson

4 part lesson - usually up to 20 minutes. 1. Revisit/Review – practise previously learned letters or graphemes 2. Teach – Teach new graphemes. Teach one or two new tricky words. 3. Practise – Practise blending and reading words with new GPC. Practise segmenting for spelling words with new GPC. 4. Apply – Read or write a caption or sentence using one or more tricky words and words containing the grapheme.

Phase 5

•

Teach new graphemes for reading

•ay, ou, ie, ea, oy, ir, ue, aw, wh, ph, ew,

oe, au, a-e, e-e, i-e, o-e, u-e Learn alternative pronunciations of more than one phoneme): F i u n/f i nd, h o t/c o ld, c at/ c ent, g ot/ g iant, farm er /h er , h a t/wh a t, y es/b y /ver y , ch in/s ch ool/ ch ef, ou t/sh ou lder/c ou ld/y ou .

•

.

Learning all the variations!

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

burn first term heard work

Learning all the variations!

Learning that the same grapheme can represent more than one phoneme

:

m ea t br ea d h e b ear c ow l b h e ow d ear

t ie

Teaching the split digraph

t i me t oe c ue tone c u b e p ie p i n e

The children love reading alien words!

fawsting

A Real Treat!

Tom was very happy. It was the weekend and he was off to the beach with his mum and dad, his puppy and baby Pete.

‘Help me pack the green bag,’ said Mum. ‘We need sun cream and lots to eat’.

Tom got into his seat in the back of the car and the puppy got on his knee. Pete held his toy sheep. Off they went. Beep! Beep!

At the end of the street there was a big truck. It had lost a wheel.

‘Oh, no,’ said Tom. ‘We’ll be here for a week!’ Dad went to speak to the driver to see if he could help. They put the wheel back on. Then Dad said, ‘I must hurry, we need to get to the beach’.

At last they got to the sea. Tom and Pete had an ice cream. Mum and Dad had a cup of tea. The puppy went to sleep under a tree.

Phase 6

• • Phase 6 focuses on spellings and learning rules for spelling alternatives. Children look at syllables, base words, analogy and mnemonics.

• Children might learn about past tense, rules for adding ‘ing’ and irregular verbs • ‘tion’ and ‘sion’ words ..\Phonics\T-L-234-Memory-Strategies-For-Spelling-Display Posters.pdf

Is there anything I can do at home?

y e s

How can I help at home?

• When spelling, encourage your child to think

about what “looks right”.

• 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

Fun ideas

There are lots of ideas in your pack to help you be as creative as you can to help your child to learn their sounds/tricky words.

Splat! Bingo

Splat!

ow ss ng zz ea sh m wh th igh er

Sound Bingo!

ie ea wh oy aw ay er e-e ph ue

At home…

• Use sound mats to support quick recall • Have fun making alien words – put sounds together to make real and not real words • Play phonic games – there are lots of useful websites • Have lots of good quality reading books available – use the Library with your child • Read everyday with your child if possible – as well as hearing them read, share stories before bedtime and let them catch you reading too!

• www.phonicsplay.com

is a really useful website •