Phonics in EYFS and KS1 Welcome!

Session: *What is phonics? *The Phases taught in EYFS and KS1 *Teaching tricky words *Activities and ideas of how to practise at home *Websites that are useful

Cracking the Code

• 26 letters of the alphabet • 44 sounds in the English Language (Jolly Phonic Letter Sound British English) • 144 different ways we put letters together to represent the sounds

So what should be taught?

Beginner readers should be taught four things: • • • • •

grapheme-phoneme correspondence

(that is, the alphabetic code) in a clearly defined, incremental sequence

to synthesise

(blend)

phonemes

(sounds) in order, all through a word, to read it

to segment words

into their constituent phonemes for spelling that blending and segmenting are

reversible processes

Ensuring children’s knowledge of a range of high frequency and other words, such as most names that do not conform with phonic rules

The Simple View of Reading

language comprehension

Good language comprehension, poor word recognition

word recognition poor

Poor word recognition, poor language comprehension

r p o o g o o d

Good word recognition, good language comprehension

good

Good word recognition, poor language comprehension

•

Phase 1

tuning into sounds (auditory discrimination) • listening and remembering sounds • (auditory memory and sequencing) • talking about sounds • (developing vocabulary and language comprehension)

• Aspect 1: Environmental sounds Stories – Walk around local area • Aspect 2: Instrumental sounds Bag of instruments – Add sound effects • Aspect 3: Body percussion Action songs and rhymes • Aspect 4: Rhythm and rhyme Rhyming stories – What rhymes with…?

• Aspect 5: Alliteration Having fun with names – Story characters • Aspect 6: Voice sounds Adding different voices to stories • Aspect 7: Oral blending and segmenting Robot speech c-a-t and Put it together

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 ‘ tricky words ’ : the, to, no, go, I

• teaches 25 graphemes

Phase 3

• children will be able to represent about 42 phonemes by a grapheme • continue to practice CVC blending and segmentation • application of their knowledge of blending and segmenting to reading • learn to read some more tricky words • learn to spell some of these words • learn letter names

Phase 4

• • • • • To consolidate all the learning in phases 2 and 3

No new GPCs (grapheme-phoneme correspondence) to learn

Develops children's skills knowledge and skills of blending and segmenting words with adjacent consonants, e.g. stairs, tent, brain Read and spell multi syllabic words e.g. lunchbox, desktop Tricky words

Phase 5

• • • • Purpose of this phase: Learn new representations of vowel digraphs learn in phase 3:

ee

–

ea, e-e, ie, ey, y

Alternative pronunciations for the graphemes children already know:

ow – blow, cow

Develop ability to choose the appropriate graphemes to represent phonemes when reading and writing.

Tricky words

The 4 part lesson

•

Revisit and review

•

Teach

•

Read / blend

•

Spell / segment

VC phase 2

Word structure

on CVC phase 2 & 3 dog eat boat off chick CCVC phase 4 &5 trip CVCC phase 4 &5 tent train paint brought yards

Sound buttons - blending

it kick rain cook clear lightening am mess now turnip shark powder got laptop shed join pure march

Using phoneme frames – segmenting for spelling

c

1

ea r

2

sh ee t

3

p a

4

b

Teaching tricky words

• • • • • • • • • • Write the word on paper, cut out each letter and put the word back together.

Write the word three times. Trace over it in different colours.

Look, say, cover, visualise, write, check.

Play bingo with the words.

Small word inside the word Write the word in a nonsense sentence.

Find words with similar patterns. e.g. the, them, they Write the word, draw around the shape of the word and cut out.

Can you add ing or s to any words.

Put words into alphabetical order.

Revisit and review

• • • • Pass the bag – balls/pebbles/cards with taught phonemes Grapheme dice Objects: say the phoneme - show it on a phoneme fan, find the letter, write it on the white board Beach ball key word recognition

New teaching

• • • • • • • Use real objects Use puppets Link to a title in a known text Link to a character’s name in a known text High quality poetry / rhyming texts Link to known songs and rhymes Link to words being used across the curriculum

Read / blend

• • • • • • • • • • • • Reading names Book titles / using favourite books Word match using cards and objects Sound buttons Captions Lists Notes Letters Envelope Instructions Tabards / full circle Paired reading of words / word sorts

Spell / segment

• • • • • • • • • Phoneme fingers Letter tiles make words Magnetic letters make words Grapheme pebbles make words Full circle Whiteboards – write words, phrase, sentence (link to puppet, story title etc. where possible) Labels Signs Sentences / silly sentences

Pace and progression

Age expectations:

By the end of reception children to have been taught and know at least one way of representing each phoneme.

By the end of year 1 children to have been taught and know alternative graphemes for each grapheme and different pronunciations of the same grapheme and use these to read and spell.

By year 2 children are applying their phonic knowledge and recognising irregularities to spell more complex words and notice spelling patterns.

Useful websites

Phonicsplay.co.uk

BBC phonics