KS1 Phonics Workshop

KS1 Phonics Workshop

KS1 Reading Workshop September 2019 Reading in ks1 Objectives of this session: To understand how the order of sounds is taught in Phase 5. To have a better understanding of the expectations in reading and writing in Phase 5. To understand the difficulties which children may encounter at this stage in their learning.

To have a knowledge of how Phonics is embedded in Year 2 to support reading and spelling. How to develop a confident and fluent reader. How can we can work together to foster a life long love of reading. Enunciation of phonemes Sounds should be articulated clearly and precisely. http://www.youtube.com/watch?v=DWQ6MeccRCU

What your child will have been introduced to in Reception: Phase 2 Set Set Set Set Set 1: 2: 3: 4: 5: satp inmd gock ck e u r

h b f, ff l, ll ss Phase 3 Set 6: j v w x Set 7: y z, zz qu 4 consonant digraphs: ch sh th ng Introduce 1 representation of each long vowel phoneme: ai, ee, igh, oa, oo (as in boot & look), ar, or, ur, ow, ear, air, ure, er (27 new sounds including digraphs and trigraphs) Tricky words: to, the, no, I, go Tricky words: he, she, we, me, be, was, my, you, her, they, all, are

End of Reception/ Start of Year 1 Children will be able to say the sounds of all or most of the phase 2 & 3 graphemes. Children will be able to find all or most of the phase 3 graphemes when given a sound. Children will be able to independently blend and read cvc words containing phase 2 and 3 sounds.

Children will be able to make phonetically plausible attempts at blending cvc words in spelling. Children will be able to read and spell all phase Phase four This is a consolidation phase and there are no new sounds learnt. Children will work on blending and segmenting polysyllabic words (words containing more than one syllable) and words containing adjacent consonants in: cvcc words: sand, hand, nest, went, tent. ccvc words: flag, crab, frog, plum, stop. ccvcc words: stand, trust, drank, grant, blink Children will be expected to be spelling phase 3 tricky words : he, she, we, me, be, was, my, you, her, they, all, are Children will be taught to read phase 4 tricky words:

some, one, said, come, do, so, were, when, have, there, Teach Phase five new graphemes for reading ay, ou, ie, ea, oy, ir, ue, aw, wh, ph, ew, oe, au, a-e, e-e, i-e, o-e, u-e Learn alternative pronunciations of graphemes (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, farmer/her, hat/what, yes/by/very, chin/ school/chef, out/shoulder/could/you. Teaching split digraphs tie time toe tone

cue cube pie pine Alternative spellings for phonemes: ai ay, a-e, eigh, ey, ei : pain, stay, cake, sleigh, hey, rein ee - ea, y, e, e-e: teeth, leaf, suddenly, we, theme igh - ie, y ,i-e: night, tie, fly, bike oa oe, ow, o-e, o : oat, toe, grow, home, no oo oul : wood, would, ur

er, ir : turn, herb, girl ow ou : now, house oi oy : boil, boy air are, ear : hair, share, pear ear eer, ere : fear, deer, here ure our : pure, tour c - k, ck, ch, qu, x ch - tch f -ph j - g, dge m - mb, n - kn, gn ng

- n(k) r - wr s c, sc sh - ch, ti(on) ssi(on, ure) si(on, ure) ci(on, ous, al) v -ve w -wh Hfw and tricky words in phase five Words to read: oh, their, people, Mr, Mrs, looked, called, asked, More words to read: water, where, who, again, thought,

through, work, mouse, many, laughed, because, different, any, eyes, friends, once, please Words to spell: said, so, have, like, some, come, were, there, little, one, do, when, what, out More words to spell: oh, their, people, Mr, Mrs, looked, called, asked Phoneme spotters Word sort teach need tree

very feet she lazy he meat week been treat thief asleep

me beach relief sea we jolly maybe seen tiny money donkey

leak teeth dream deep chief happy silly puppy speak be cream

Best bet Phonics screen check end of year 1 and 2. Vocabulary If children do not a wide spoken vocabulary they will not be able to read the words when they see written down. Reading to your child is an excellent way to extend a childs vocabulary. Talk, talk and talk with your child. Play

with words- poetry and silly rhymes Year 2 Phase 6 of Letters and At this stage many children will be reading longer and Sounds 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. Increasing the pace of reading is an important objective. Children should be encouraged to read aloud as well as silently for themselves. To become successful readers, children must understand what they read.

Children need to be taught to go beyond literal Strategies children will need to learn: activating prior knowledge. clarifying meanings with a focus on vocabulary work. generating questions, interrogating the text.

constructing mental images during reading summarising. How to Help at Home Join the library Browse Read a variety of text types Check Read Let and choose a good one!

for understanding to your child your child see you reading. Discuss Explain the pictures. meaning of words children may not know Phase 6 supports spelling as well as reading. Spelling rules: When

an /o/ sound follows a /w/ sound, it is frequently spelt with the letter a (e.g. was, wallet, want, wash, watch, wander) When an /ur/ sound follows the letter w it is usually spelt or (e.g. word, worm, work, worship, worth). An /or/ sound before an /l/ sound is frequently spelled with the letter /a/ (e.g. all, ball, call, always). Adding Suffixes to Words -s and -es: added to nouns and verbs, as in cats, runs, bushes, catches;

-ed and -ing: added to verbs, as in hopped, hopping, hoped, hoping; -ful: added to nouns, as in careful, painful, playful, restful, mouthful; -er: added to verbs to denote the person doing the action and to adjectives to give the comparative form, as in runner, reader, writer, bigger, slower; -est: added to adjectives, as in biggest, slowest, happiest, latest;

-ly: added to adjectives to form adverbs, as in sadly, happily, brightly, lately; -ment: added to verbs to form nouns, as in payment, Please remember that phonics is not the only skill needed to become a fluent reader. Sharing reading Practising early reading skills 1. Its still good to share 1. Listen to your child read

2. Read with expression 2. Sound it out 3. Talk about books, words and pictures 4. Retell stories or events 5. Make Links 3. Clap and chunk 4. Try expression and flow 5. Dont be afraid to back track 6. Spot letter patterns in words. 7. Read, read, read! ENJOY READING!

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