Phonics in KS1

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Phonics in KS1

• An information evening for
• parents and carers
• Key Stage One Year 1 2

Wednesday 4th November 2015
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What is phonics?

• Identifying, classifying and differentiating
  different sounds.
• Identifying letters and sounds within words.
• Blending phonemes into words for reading
  (decoding).
• Segmenting words into phonemes for
  spelling/writing (encoding).
• Building up key spelling strategies to improve
  writing and language skills.

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Importance and impact of phonics
spelling
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Key phonics terminology

• Phoneme smallest unit of sound made by one or
  more letters. (you hear)
• Grapheme the written form of a phoneme (you see)
• Segment the breaking up of phonemes in words to
  read or write (s-n-a-p)
• Blending the drawing of phonemes together to
  make a word (snap)
• Digraph phoneme made by two letters
• (ai, ow, ee)
• Split digraph a diagraph split by a consonant
  (ee complete)

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Key phonics terminology

• Trigraph phoneme made by three letters
• (air, igh)
• Tricky words words that cant be segmented and
  blended (you, was)
• Alternative graphemes graphemes with
  alternative pronunciations (yes, by, very)
• Suffix common ending to words
• (ed, ing hopped, hopping)
• Prefix common beginning to words (finished
  becomes unfinished)

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What is Grammar?

• Grammar is the study of the way words are used to
  make sentences.
• It is the correct choice and consistent use of
  present tense and past tense throughout writing.
• Singular and plural subject verb agreements.
• Prefixes and suffixes to change the meaning of a
  word.

pick - picked look - looked want-wanted need needed
The dog chases the cat. The dogs chase the cats
teach- teacher care-careful
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Grammar and phonics

• Year 1 Phase 5
• Alternative pronunciation and spelling.
• Year 2 Phase 6
• Spelling development, verb tenses, prefixes,
  suffixes and plurals.

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Phase 5 (Year 1)

• Reading phonetically decodable 2-syllable and
  3-syllable words.
• Using alternative ways of pronouncing and
  spelling the graphemes corresponding to the long
  vowel phonemes.
• Spelling complex words using phonetically
  plausible attempts.
• Building knowledge of sight vocabulary (read
  simple words without the need to segment and
  blend them together)

ginger turkey envelope animal
ea ee e ey e_e
Beach keep be turkey complete
teecher cud wurd harf
teacher could word half
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Phase 5 (Year 1)
Split Digraphs (magic e) are a vowel sound that
has been split. We no longer use the term magic
e as it is confusing the e isnt magic, its
actually doing a job. A digraph is two letters
which together make one sound (as in the words
tail, boat, feet). When a digraph is split by a
consonant it becomes a split digraph.
ae ee ie oe ue ue
a_e e_e i_e o_e u_e u_e
snake even slide bone flute cube
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Year 1 Phonics Screening

• Children in Year 1 have to have a compulsory
  phonics check in June.
• This consists of -
• 20 real and 20 nonsense (alien) words.
• Nonsense words marked with an alien so that the
  children understand they are not real.
• Words get progressively more challenging.
• Completed with a teacher on a 11 basis.
• Last approximately 5 minutes per child.
• Aim is to asses their knowledge of phonics in
  Reception and Year 1 taught so far

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Examples words from 2014 screen

• voisk
• sklard
• cheek
• quigh
• snarl
• fuel
• spoilt
• It is important to practise reading alien words
  at home and encourage children not to guess what
  they might be but to read the words. We say it
  is alien language
• What is the alien saying?

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Supporting phonics at home

• Revise and apply the sounds sent home.
• Practise making up and reading alien words.
• Play simple word games such as I spy, word-snap,
  phoneme snap.
• Practise spotting spelling patterns (such as
  split-diagraphs) when reading a range of books
  and poems.
• Look for language within the environment (signs,
  labels, posters and magazines).
• Play online phonics games (www.phonicsplay.com)
• Play word sorting games.

ow words ow (cow) ow (snow)
cow snow grow down towel window
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Phase 6 (Year 2)

• Read with increasing fluency
• Read with increasing expression
• Focus shifts from teaching phonemes to spelling
  and spelling patterns.
• Teaching Spelling
• Introducing and teaching past, present, future
  tense
• Investigating and learning how to add suffixes to
  words
• (ing, er, est, ful, ly, y, ed)
• Spelling with more accuracy.
• Spelling longer and increasingly difficult words
  more accurately.
• Pluralisation (cat-cats, dog-dogs, dish-dishes,
  kiss-kisses, leaf leaves)

spite - spiteful rude - rudely white - whiter lucky - luckiest carry -carried
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Phase 6 (Year 2)

• Much higher emphasis on the independent
  application of phonics skills taught in previous
  and current phonic phases.
• Higher emphasis on accurate spelling in all
  writing and especially ensuring the children are
  applying their knowledge and skills in their
  cross-curricular writing/work.
• Building knowledge of high frequency (sight
  vocabulary) and a wider range of tricky words for
  reading and writing.
• Build up of the understanding and use of
  different spelling strategies for spelling words
  (such as the use of mnemonics).

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Supporting phonics at home

• Regular reading is vital. Developing the love of
  reading.
• (books, magazines, websites, bug club, menus,
  newspapers etc.).
• Encouraging reading in the environment.
• Use key phonics vocabulary such as segment and
  blend.
• Encourage recognition and spelling of tricky
  words.
• Comprehension questions to check understanding of
  what they have read.
• Encourage a purpose for writing lists, diaries,
  letters, postcards.
• Correct accurate use of verb tenses when
  speaking.
• Encourage correct pronunciation of words
• (water, twenty, because)
• Encourage correct grammar in speech and in
  writing.

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Questions to ask your child whilst
reading Building Oral Comprehension Skills
Phonics/Spelling Comprehension
Can you find any words with your spelling rule in for this week? Can you find any words with the sound in it? Are there any other ways that you could spell this word? Can you find alternative phonemes? Can you find a word with a digraph/trigraph/split-digraph? Could you change the tense of that word? Can you make that word a plural? Can you find the key word _____ ? Can you find the opposite word to _______? Could we use a different/alternative word to ______? Could we improve this sentence by adding adjectives? What do you think this book is about? What clues can you spot that tell us more about the book. Is it real or imaginary? Fact or fiction? What clues do the pictures give us about the story/text? What has happened? Can you change/add expression to the characters voice? What do you think that word means? Can you find the word that is opposite to the word . . . .? Can you predict what will happen next? How do you think would say this? (angrily, happily, softly) Is there anything that puzzles you? What makes you think that? What do you think? What words give you that impression? How do you feel about? Can you explain why? Do you like the part where? What have I learnt from this book? Can you retell the story? Can you change the setting of the story? Can you think of another ending for the story? What facts have I learnt from the text?