Parents Reading Workshop

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PHONICS, READING AND WRITING WORKSHOP EARLY
YEARS KEY STAGE 1
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PHONICS
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• What Is Synthetic Phonics?

• The adjective synthetic refers to the fact that
  children are taught to synthesise (i.e. put
  together or build up) pronunciations for
  unfamiliar written words by translating letters
  into sounds and blending the sounds together.
• Synthetic phonics teaches the phonemes (sounds)
  associated with the graphemes (letters). The
  sounds are taught in isolation and then blended
  together.

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5 ELEMENTS OF ASYNTHETIC PHONICS PROGRAMME

• Learning The Phonemes
• Learning The Graphemes Which Represent The
  Phonemes
• Blending Sounds For Reading
• Segmenting Words For Writing
• Reading And Spelling High Frequency/Tricky Words

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LETTERS AND SOUNDS

• Letters and Sounds is a phonics resource
  published by the Department for Education and
  Skills in 2007. It sets out a detailed and
  systematic programme for teaching phonic skills,
  starting in Nursery, with the aim of children
  becoming fluent readers by the age of seven.

  PHONIC KNOWLEDGE AND SKILLS
Phase 1 (N/R) Pre-phonic knowledge and skills. Activities are divided into seven aspects.
Phase 2 (R) 19 PGCs. Blending sounds together to make words. Segmenting words into their separate sounds. Beginning to read simple captions.
Phase 3 (R) 25 additional PGCs including 7 single letter phonemes. Reading captions, sentences and questions. On completion of this phase, children will have learnt the "simple code", i.e. one grapheme for each phoneme in the English language.
Phase 4 (R) No new PGCs (phoneme-grapheme correspondences). Focus on blending and segmenting longer words with adjacent consonants, e.g. swim, clap, jump.
Phase 5 (Y1) The "complex code". Alternative graphemes for known phonemes are introduced. Also different ways of pronouncing graphemes already known.
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HOW DO YOU SAY..?

• oo

• hook? or soon?

• ow

• low? or cow?

• sea? or head?

• ea

• g

• gate? or gem?

• c

• cat? or circle?

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PHONICS ORDER (and how to say them!) PHONICS ORDER (and how to say them!) PHONICS ORDER (and how to say them!) PHONICS ORDER (and how to say them!) PHONICS ORDER (and how to say them!)
s sss not suh a t t not tuh p p not puh i i not eye
r rrr not ruh h h not huh b f fff not fuh ff fff not fuh
l lll not luh ll lll not luh ss sss not suh j v vvv not vuh
ai as in rain ee as in been igh as in night oa as in boat oo as in balloon
oo as in look ar as in car or as in for ur as in burn ow as in blow
e-e as in Pete i-e as in like o-e as in home u-e as in cute
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PHONICS LESSONS

• Must be practical and interactive
• Pace should be fairly quick
• Provide opportunities to say sound out loud in
  real and alien words every day
• Provide opportunities for writing real and alien
  words every day
• Robot speak and bring in phonological awareness
  at all opportunities throughout the day

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PHONICS IN EYFS

• Childrens phonic knowledge assessed on entry
  into Nursery and Reception
• Children grouped according to need
• Up to 5 sounds taught per week 30 minute
  sessions every day
• Constant reinforcement of phonic skills
  throughout the day
• Activities/worksheets sent home every week

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• A multi sensory approach
• See the letter shape(s) grapheme
• Hear the sound (phoneme) - ay
• Learn a song and action to accompany
• each phoneme

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PHONICS IN KEY STAGE 1

• Childrens phonic knowledge assessed throughout
  Key Stage 1
• Children grouped according to need
• Up to 5 sounds taught per week 30 minute
  sessions every day
• Constant reinforcement of phonic skills
  throughout the day
• Activities/worksheets sent home every week
• Year 2 lessons become more GAPs focussed

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PHONICS HOMEWORK

• Based on the sound or sounds worked on during the
  week
• Should show examples of the sound made by the
  grapheme if there are alternatives eg look or
  food
• Should be completed by the child with adult
  support
• Must be completed and returned to school every
  week

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PHONICS SCREENING CHECK

• A phonic decoding assessment carried out in Year
  1 at the end of the Summer term
• 40 words and non-words that each child attempts
  to read independently
• Children need to correctly read 32 words out of
  40 to pass
• Children who do not pass will take the check
  again at the end of Year 2

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READING
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PHEASEY PARK FARMREADING SCHEME

• Books of different genres
• fiction, non-fiction, and poetry
• Standards First to 16 clear progression in
  reading and comprehension skills
• Runs through EYFS, KS1 and KS2
• Follow up activities/guide for
• parents in the majority of books

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HOME READING

• Three Elements
• Key Words
• Reading Books
• Childrens Reading Record

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KEY WORDS

• Flashcards
• Words that can be sounded out
• Chip went and
• Sight words
• wanted said the
• Learn in a random order!
• Checked by staff regularly

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BOOKS

• Same characters appear regularly
• Familiar situations/range of topics/interests
• Constant reinforcement of key words
• Extremely detailed illustrations
• Text may appear easy but can the child understand
  the book?

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Childrens Reading Record

• For parents and school staff
• Date/sign every time you read together
• Make comments!

Please send words, reading book and reading
record to school EVERY DAY
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Reading Together

• Find somewhere quiet!
• Read the title and talk about the front cover
• Ask questions throughout what might happen
  next?
• Discuss own experiences that relate to the story
• Use the correct terms - author, blurb,
• speech marks, exclamation marks etc.
• Discuss the story together what did
• you like about the book? favourite part?
• Re-tell the story in own words

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If your child gets stuck on a word

• Give them some thinking time!
• Sound out the word
• Look at the picture for a clue
• Ask child to read sentence again missing out
  difficult word. What could fit in the gap? Does
  that make sense?
• Read sentence again (missing out difficult word)
  ask what could fit in the gap

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Comprehension

• Comprehension is childrens understanding of
  what they have read
• Begin with verbal responses to questions
• Worksheets to compliment the books children bring
  home from school
• Children should read questions carefully and
  record answer in a full sentence
• This prepares children for the end of Key Stage 1
  assessments

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WRITING
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HANDWRITING

• Tripod pencil grip
• Letter families
• Long ladders l, i, t, u, j, y
• One armed robots r, n, m, h, b, k, p
• Curly caterpillars c, a, d, o, s, g, q, e, f
• Zig zag monsters z, v, w, x

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STAGES OF WRITING

• Emergent writing.

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STAGES OF WRITING

• Initial or final sounds.
• Initial and final sounds.
• Medial Sounds.
• CVC Words.
• Tricky Words.

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SEGMENTING SOUNDSFOR WRITING

• Listening for the initial, medial and final
  sounds in a word by stretching it out
• shop 3 phonemes sh o - p
• Knowing the correct graphemes to represent the
  sounds heard
• Children tend to identify and write initial, then
  initial and final sounds (medial vowels are often
  more difficult to hear).

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WRITING EXPECTATIONSEND OF RECEPTION

• Uses phonic knowledge to write words in ways
  which match their spoken sounds.
• Writes some irregular common words.
• Writes simple sentences which can be read by
  themselves and others.
• Some words are spelt correctly and others are
  phonetically plausible.

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Example of end of Reception Expectations
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WRITING EXPECTATIONSEND OF KEY STAGE 1

• Consistent use of capital letters and full stops.
• Use a range of connectives to extend sentences
  e.g. because, so, then, when, but
• Use descriptive features to add detail e.g.
  adjectives, expanded noun phrases, similes.
• Use a variety of sentence starters.

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Literacy Homework in Year 2

• To be returned on the specified date
• Must be written in pencil
• Pupils should take pride in the presentation of
  their work
• Based on concepts taught in school during the
  week, e.g. descriptive writing, connectives,
  letter writing
• Parents to support children but allow them to
  develop their own ideas