PhonicsPhonicsPhonicsPhonics‘‘Helping you to help them’Helping you to help them’

Workshop 1Workshop 1

Can you read this?

Wigh ar wea dueing thiss?

Ie feall sstewppide!

Aims • To ensure all parents have an

overview of the teaching of phonics in school.

• To ensure consistent messages regarding the teaching of phonics.

• To update phonic subject knowledge.

The simple view of reading

• In 2006 Sir Jim Rose completed his independent review of the teaching of early reading. The review report provided clear recommendations on what constitutes 'high quality phonics work'.

• The 'simple view of reading'• The Rose Report makes a number of

recommendations for the teaching of early reading.

Successful reading demands both word level reading and the ability to comprehend what has been read.

This is formalised in “The Simple View of Reading”

Rose Recommendations

• More attention needs to be given to speaking and listening from the outset.

• High quality, systematic phonic work should be taught discretely and daily and in line with the definition of high quality phonic work as set out in the Rose report.

• Phonics should be set within a broad and rich language curriculum that takes full account of developing the four interdependent strands of language.

The Simple View of Reading

• Word-level reading and language comprehension are both necessary to reading

• Neither is sufficient on its own• This is formalised in “The Simple

View of Reading”• Reading comprehension is a product

of word recognition and language comprehension

Enunciation

• Teaching phonics requires a technical skill in enunciation.

• Phonemes should be articulated clearly and precisely.

Letters and Sounds• DVD clip -

enunciation

Phonic terminology:some definitions

Some definitions

A phoneme is the smallest unit ofsound in a word.

C-u-p c-a-t d-o-g

Count the phonemes• How many phonemes can you count in

the following words?

• Mask• Car• Back• Bull

Some definitionsGrapheme

Letter(s) representing a phoneme

t ai igh

Some definitions

BlendingRecognising the letter soundsin a written word, for examplec-u-p, and merging them in the order

in which they are written to pronounce the word ‘cup’.

Some definitions

Oral blending

Hearing a series of spoken sounds and merging them together to make a spoken word – no text is used.

For example, when a teacher calls out ‘b-u-s’, the children say ‘bus’.

This skill is usually taught before blending and reading printed words.

Some definitionsSegmenting

Identifying the individual sounds in a spoken word(e.g. h-i-m) and writing down or manipulating letters for each sound to form the word ‘him’.

Some definitionsDigraphTwo letters, which make one sound

A consonant digraph contains two consonantssh ck th ll

A vowel digraph contains at least one vowelai ee ar oy

Some definitionsTrigraph

Three letters, which make one sound

igh air

Some definitions

Split digraph

A digraph in which the two letters are not adjacent (e.g. make).

CVC Words

• C consonant phoneme

• V vowel phoneme

• C consonant phoneme

Words sometimes wrongly identified as CVCbow

few

saw

her

Why are these words not CVC words? Discuss.

Examples of CCVC, CVCC, CCCVC and CCVCC

b l a c k s t r o ngc c v c c c c v c

f e l t b l a n kc v c c c c v c c

A segmenting activity

s l i pils p

A segmenting activitySegment these words into their

constituent phonemes:shelfdressthinkstringsprintflick

SegmentingWORD PHONEMES

shelf

dress

think

string

sprint

flick

Segmenting

WORD PHONEMES

shelf sh e l f

dress d r e ss

think th i n k

string s t r i ng

sprint s p r i n t

flick f l i ck

Sorting activity• field• grow• moon• swarm• learn• bear• grass

Word Mistakefield /ie/grow /ow/moon /oo/swarm /ar/learn /ear/bear /ear/grass regional pronunciation

The same phoneme can be represented in more than one way

a a-e ai ay ey eighe e-e ea ee yi i-e ie igh yo o-e oa oe owu u-e ue oo ewoo u oulow ou oughoi oyar aor aw ore a oughair are eareer ear

High frequency words

• The majority of high frequency words are phonically regular.

• Some exceptions – for example the and was – should be directly taught.

To considerAny questions?