Phonics Workshop Phase 5 For Year 1 and

Phonics Workshop: Phase 5 For Year 1 and Year 2 Parents Session 2 of 3

Last session we looked at: Terminology Why phonics is so important The phases The sounds themselves Tricky and high frequency words Non-sense words A selection of phonics games The importance of reading at home Information about the Year 1 screening test A list of resources This is now on the school website, Year 1.

Terminology – how many did you get? Phoneme - sound Grapheme – written picture of the sound Di-graph – 2 letters, 1 sound Tri-graph - 3 letters, 1 sound Split digraph – (P 5) a digraph that is split by a letter GPC – grapheme phoneme correspondance CV – consonant vowel e. g. no CVC – consonant vowel consonant e. g. cat CVCC –e. g. best CCVC - e. g. clap

Why phonics? Simple view of reading: decoding and blending Writing Hear, identify and manipulate sounds 26 letters in the alphabet but there are 44 sounds 5 vowels A phoneme can be represented by one or more letters e. g. sh, th, ee The same phoneme can be spelt in more than one way e. g. rain, may, lake The same spelling may represent more than one phoneme e. g. mean, deaf

The Phases 1 - 6 Phase 1: phonological awareness (ongoing) Phase 2: s, a, t, p, i, n, m, d, g, o, c, k, ck, e, u, r, h, b, f, ff, l, ll, ss Phase 3: j, v, w, x, y, z, qu, sh, ch, th, ng, ai, ee, igh, oa, oo, ar, or, ur, ow, oi, ear, air, ure, er Phase 4: read and spell CVCC, CCV, CCVCC, CCCVCC Phase 5: alternative graphemes and phonemes (more to come next session) Phase 6: spelling (year 2) By the end of Year 1 the national average is Phase 5. The national average for Year 2 is Phase 6. video

This session we will look at: Phase 5 Alternative graphemes Split digraphs Best fit Spotter Stories Alternative phonemes Tricky and high frequency words Spellings Non-sense words A selection of phonics games and activities The importance of reading at home Information about the Year 1 screening test A list of resources you can use

Phase 5: alternative graphemes (the same sound can be represented by different graphemes) The purpose of this phase is to broaden their knowledge of graphemes and phonemes for use in reading and spelling. • New graphemes for reading: ay, ou, ie, ea, oy, ir, ue, aw, wh, ph, ew, oe, au, • Split-digraphs: a_e, i_e, e_e, u_e, o_e

Phase 5: Split digraphs a_e, i_e, e_e, u_e, o_e • A digraph in which the two letters are not adjacent e. g. make • I need some volunteers: - tie

Phase 5: Split digraphs a_e, i_e, e_e, u_e, o_e • A digraph in which the two letters are not adjacent e. g. make • I need some volunteers: - tie time

Phase 5: Split digraphs a_e, i_e, e_e, u_e, o_e • A digraph in which the two letters are not adjacent e. g. make • I need some volunteers: - tie time - toe

Phase 5: Split digraphs a_e, i_e, e_e, u_e, o_e • A digraph in which the two letters are not adjacent e. g. make • I need some volunteers: - tie time - toe tone

Phase 5: Split digraphs a_e, i_e, e_e, u_e, o_e • A digraph in which the two letters are not adjacent e. g. make • I need some volunteers: - tie time - toe tone - cue

Phase 5: Split digraphs a_e, i_e, e_e, u_e, o_e • A digraph in which the two letters are not adjacent e. g. make • I need some volunteers: - tie time - toe tone - cue cube

Phase 5: Split digraphs a_e, i_e, e_e, u_e, o_e • A digraph in which the two letters are not adjacent e. g. make • I need some volunteers: - tie time - toe tone - cue cube - thee

Phase 5: Split digraphs a_e, i_e, e_e, u_e, o_e • A digraph in which the two letters are not adjacent e. g. make • I need some volunteers: - tie time - toe tone - cue cube - thee these

Phase 5: Split digraphs a_e, i_e, e_e, u_e, o_e • A digraph in which the two letters are not adjacent e. g. make • I need some volunteers: - tie time - toe tone - cue cube - thee these - ? ae

Phase 5: Split digraphs a_e, i_e, e_e, u_e, o_e • A digraph in which the two letters are not adjacent e. g. make • I need some volunteers: - tie time - toe tone - cue cube - thee these - ? ae came • How many conversions can you think of e. g pie?

Which of these words contain a split digraph? Just because it has an e on the end doesn’t make it a split digraph – what sound does it make? time spike come some made have bride shine

Which of these words contain a split digraph? time spike come some made have bride shine

Activities to support the learning of new graphemes: Flashcards Quick Copy – show a word, make it as quickly as possible with magnetic letters etc. Countdown – have words on display, how many can you read in 1 minute? Sentence Substitution – substitute a word in a sentence yes/no questions choosing 3 right answers – which 1 is correct? spotter stories (more to come) give chdn nonsense words to write down – shows knowledge of grapheme position make your own nonsense word (more to come)

Spotter Stories Find on internet, google phoneme spotter stories Make your own great if finished reading book Read the story and decide on an action to perform every time they hear the target sound. Now, looking at the story and re-reading, underline the target sound. Make a list of the underlined words and discuss which graphemes represent the target sound in each word. sort the words into columns according to the graphemes used to represent the phoneme.

Best bet, an example. Supports spellings – look at position ee ea ey y e Sheep Feet Meet Keep Need Feed Read Bead Lead Plead Cheat Monkey Donkey Money Chimney Cockney Funny Lady Crazy Jesus

Game for generating nonsense words How many ways can you think of writing. . . cheepou You would say the word out loud with 1 written example on display. Write down as many different ways as they can think of. Discuss position – is it likely to end in ‘ou’?

Phase 5: Alternative phonemes or alternative pronunciations • Children have already learnt the sounds (phonemes) that graphemes make • Now they will learn that sometimes the same grapheme (letter/s) can represent a different phoneme.

Examples of alternative pronunciations (the same grapheme can represent more than one phoneme) Fin/find hot/cold cat/cent got/giant but/put cow/blow tie/field eat/bread hat/what/acorn yes/by/very chin/school/chef out/shoulder/could/you

Activities to support the learning of alternative pronunciations for graphemes • Word sort: sort words into sets according to the sound the grapheme is making in each word. • Homographs: look the same, pronunciation is worked out by context Wind the bobbin up. She will read it to her little brother. The wind blew the leaves off of the trees. You have to bow when you meet the queen. He read about the frightening monster. Robin Hood used a bow and arrow. NOTE: encourage chdn to always use the sound they learnt first, first. is it a real word? Try again with an alternative pronunciation.

Activities to support the learning of alternative pronunciations for graphemes Now it’s your turn: Let’s play word sort with ‘ch’ words. chick chalet chorus chip headache much brochure Christmas machine school Charlotte Charlene rich chemist chin chest

Tricky and High Frequency Words These are taught along with the phases HF words: some are decodable however, there are some words that you just cannot sound out! Should be able to read them before expected to spell them Some previously tricky become decodable in P 5 e. g. like (a tricky words from P 4 which is now decodable) Not always the whole word that is tricky. Start with what you know and highlight which bit is tricky. - learn it - rhyme or saying? e. g. said = Sally Anne is dancing Majority of 100 HF words are decodable by the end of P 5. Which bit is tricky?

Tricky words – Phase 5 Some P 5 HF words contain split digraphs Decodable High Frequency Words Don’t Old I’m By Time House About Your Day Made Came Make Here Saw Very Put Tricky High Frequency Words Oh Called People Mr Mrs Could Asked Their Looked Next 200 common words

Spellings – the booklet is now on the school website Look. Cover. Check Motor memory Phoneme frames Spelling booklet – activities - Headlines - That’s an Order - Super Sentences - Rainbow Words - Bubble Letters - Make a word search - Magnetic Letters

What a Load of Nonsense When you know all of the sounds you can sound out anything! jeg wint kly lun groiks fowspring

Nonsense Words children just decode and say what they see – may be more than 1 possibility ensures decoding is being used, no other strategies most reliable way to assess phonetic knowledge important they know it is nonsense and doesn’t have to make sense.

The Year 1 Reading Screening Beginning of June – date to follow (wc 17 th June? ? ) 20 non-sense words 20 real words Spanning the 5 phases 32/40 is the pass mark Re-sit the following year Please take a look at last years booklet.

Making it Fun Freddy Fingers – how many sounds are in a word Cross the river – cross the river if you have ‘ee’ NSEW – 4 sounds/words around the room/garden Rubbish or treasure? - sort words Robot speak What’s in the box? Match the word to the picture Sound hangman – using dots and dashes How many can you read/write in a minute? Make an alien/superhero with a nonsense name! Make oi soup – sorting – can choose any grapheme you like Act it out! Or sound shirades! “can you (show the word)” Ask your child – they will know how to play.

Making it Fun cont Spelling Who wants to be a millionaire (PPP) Rhyme it – target word e. g. feet, how many can you write in 1 min? Rhyming word generation – same as above but sort into columns Practising writing sentences (based on above? ) Speedwrite – choose a tricky word e. g. people. Discuss what bit is tricky, how could you remember it? rhyme? Now, write it as many times as you can in 1 min (motor memory) Which is which? use words that get muddled up. Say a sentence containing 1 of the words get chdn write down correct spelling. (e. g. wear/where/were; to/two/too; here/hear; there/their/they’re; of/off) Make the grapheme from playdough

The Importance of Reading at Home Research shows that a child should read at home. Reading to your child is just as important! It doesn’t just have to be books. . . Going back to the simple view of reading – it’s more than just sounding out. Read their reading book? - Look at other materials – spotter stories - Discuss the book: favourite page/character - Phonics detective! Fill in a ‘best fit’ sheet. What you write can really help.

Resources School’s website http: //www. stbernadette. herts. sch. uk www. letters-and-sounds. com Phonics play website Laurence Haines – spld base in Watford. Free letters and sounds resources. Games, activities etc. http: //www. lhaines. herts. sch. uk/spldbase/index. html

Next Time There is a 3 rd session scheduled for Thursday morning. It will be with your child in my class and it’s an opportunity for you to practise what you have learnt by playing some on the games and activities mentioned with your child.

Any Questions? Or anything from last session?

I hope you have found today useful. I hope to see you next time.