Phonics at WIS

Training for LSAs15.10.14

Lucy Nicholls and Heather Vickery

AIMS FOR THE SESSIONTo identify the key vocabulary and

understand its use with learnersTo ensure all LSAs are clear on

the progression and expectations of the Phonics curriculum taught at WIS

To provide clear and practical activities, which can be used to support small group teaching

WHAT IS PHONICS?It is like a foreign language to new learners

Phonics teaches learners to read

and write through

Auditory not Visual

perspectives

KEY VOCABULARY• Grapheme • Blend

• Phoneme • Segment

• Digraph • Split digraph

• Alliteration • Synthetic

phonics• Syllable • Rhyme• Trigraph

KEY VOCABULARY• Grapheme 3 • Blend 5

• Phoneme 8 • Segment 9

• Digraph 4 • Split digraph 6

• Alliteration 2 • Synthetic 7 phonics

• Syllable 1 • Rhyme 11• Trigraphs 10

What schemes do we have in school?

- We previously used

the teaching sequence from Read Write Inc.

- Last year we made

the transition to Letters and Sounds.

FIVE ELEMENTS OF PHONICS IN LETTERS AND SOUNDS• Learning the sounds of spoken

English• Learning the letters and letter

patterns which represent these sounds

• Blending sounds for reading• Segmenting words for writing

• Reading and spelling High Frequency Words (Tricky words) - taught through Action words

LETTERS AND SOUNDS• Speaking and listening skills• Phonic knowledge and skills

• 6 Phases• Starts in FS1 with Phase 1.• Intended to finish in Y2 with

Phase 6.

LETTERS AND SOUNDS

PHASE ONE – 7 ASPECTS• environmental sounds• instrumental sounds• body percussion• rhythm and rhyme• alliteration• voice sounds• oral blending and segmenting

PHASE ONE – PHONOLOGICAL AWARENESS

The ability to hear sounds in words and play around with the

sounds• rhyme bat, cat, mat• alliteration cuddly cats• syllables – cat-er-pill-ar• onset and rime h-air, ch-air, fl-air• changing sounds in words bet, bat, but

PHASE TWO AND THREE SOUNDS

Children are explicitly taught the sounds that letters represent.

Introduction to the vocabulary – phoneme, grapheme and digraph.

Children develop blending skills for reading and segmenting skills for spelling.

PHASE FOURChildren move to Phase 4 when they know all the phonemes from Phase 2 and 3 and can use them to read and spell simple words.

Phase 4 does not include any new taught sounds.

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, clownOr at the end: tent, mend, damp, burntOr at the beginning and the end: trust, spend, twist

PHASE FIVEChildren are taught new graphemes for reading.

They learn alternative pronunciations of graphemes (the same grapheme can represent more than one phoneme).

fin/find, cat/cent, got/giant, cow/blow tie/field, eat/bread, hat/what, yes/by/very, chin/school/chef, out/shoulder/could/you

PHASE SIXFocuses on spelling and teaches children spelling rules and spelling alternatives.

Children look at syllables, base words, meaning and mnemonics.

Children are introduced to the past tense (-ed)

Children are taught the rules for adding suffixes: –ing, ed, -s, -es,, -ies, -er, -est, -y, -ful, and –less.

They learn about irregular verbs.

They learn words ending in – tion, -sionInvestigate and learn how to add prefixes: un- and dis-

ULTIMATE GOALChildren should know most of the common grapheme

phoneme correspondences (GPCs).

They should be able to read hundreds of words,doing this in three ways: reading the words automatically if they are very

familiar; decoding them quickly and silently because their

sounding and blending routine is now well established; decoding them aloud.

Children’s spelling should be phonemically accurate, although it may still be a little unconventional at times.

Spelling usually lags behind reading, as it is harder.

At this stage many children will be reading longer and less familiar texts independently and with increasing fluency. The shift from learning to read to reading to learn takes place and children read for information and for pleasure.

PHASE ONE ACTIVITIES Heather Vickery

PHASE TWO ACTIVITIES Heather Vickery

PHASE THREE ACTIVITIES Heather Vickery

PHASE FOUR ACTIVITIES Lucy Nicholls

BURIED TREASUREChildren read the words

and sort the:‘real’ words =

Treasure‘alien’ words =

Rubbish

PHASE FIVE ACTIVITIES Lucy Nicholls

Meet the long vowel teams – A E I O U

Mr A Mr E Mr I Mr U

PHONEME SPOTTER

Mr U

PHONEME SPOTTER

Mr U

oo u-e ue ew u

USEFUL RESOURCESwww.phonicsplay.co.ukUsername: wisyr1Password: wisyr1

USEFUL RESOURCESP:\PDrive 2013-2014\Literacy\Phonics at WIS\Phonics Training for LSAs

Slides from the sessionResources: Activities for printing will be saved – please add to this folder and share activities

THANK YOU