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Phonics in Key Stage 1
Spring Term 2017
[email protected]
www.wiltslt.co.uk
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Aims
• focus on key strategies for teaching
phonics in KS1;
• build on good practice from EYFS;
• consider opportunities for the application
of phonics into reading and writing;
• identify monitoring and tracking systems
for phonics teaching & learning.
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Programme
Session One:
National and LA results
Current teaching and learning practice
Making a good start in YR
EYFS – Y2 phases/expectations/phonics check
Session Two:
Phase 5
Learning environment
Application into reading and writing
Tracking
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Data
• National picture
• Wiltshire picture
• Your school
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Phonics Y1
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Phonics Y2
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Reading KS1
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Disadvantaged Pupils % KS2 pupils
reaching expected standard
Subject
Disadvantaged
Non-disadvantaged
Difference
Reading
50.6%
72.2%
- 21.6%
Writing (TA)
55.5%
78.3%
-22.8%
GPS
52.6%
74.8%
-22.2%
Y1 phonics
53%
80%
- 27%
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Phonics Wiltshire picture
All pupils
Boys
Girls
2016
78%
74%
82%
2015
74%
70%
78%
2014
71%
67%
75%
2013
67%
63%
72%
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Current practice in your school
• What is working well? How do you know?
• What are the barriers to learning?
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Key points
• subject knowledge – know your phonemes and
graphemes
• the four part lesson
• key strategies for support
• asking the right questions
• ensuring the pupils do the work (not you)
• picking the right resources
• colleague support
• high expectations
• plugging the gaps
• application of skills
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Considerations
• Emphasis on working at expectations for Y1.
Identification of numbers of children working at the
different phonic phases i.e. Phase 2 – Phase 5
• Percentage of children estimated to be on track for
passing the phonics check in June.
• What does daily phonics teaching look like in Y1
classes?
• How well does the school manage the transition from
YR to Y1 and do Y1 teachers build on good practice
from EY?
• What opportunities do children have to practise their
phonics outside of the discrete lesson?
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Considerations
• How are TAs deployed during the phonics sessions and
are resources used effectively to support learning?
• Monitoring and evaluation: how do teachers/leaders
track children’s progress through the phonic phases?
• What intervention or catch-up is in place to support
children to make accelerated progress? Does it have an
impact?
• How does the school involve parents?
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Y1 and Y2 pupils in your school
Time to discuss your school’s context
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Profile data at end of FS2
Current phonic phase
Class breakdown
Boys/girls/SEN
TAs/ resources
Interventions
Parental support
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EL goal for reading: building on good
practice
Children read and understand simple sentences. They
use phonic knowledge to decode regular words and read
them aloud accurately. They also read some common
irregular words. They demonstrate understanding when
talking with others about what they have read.
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Some Key Features Of Good Early Years
Practice
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A curriculum that is relevant to the children
First-hand experience
Learning using senses and movement
Play
Learning inside and outside the classroom
Work at length and depth
Organisation that allows independence
Partnership with families and carers
Observation-based assessment
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By the end of Year R
As a minimum, pupils need to be secure with
phase 3 by the end of Year R, and ideally to
have started phase 4, to be securely on track to
achieve the phonics check.
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CLLD – Taking forward the Rose Review
recommendations
Developing Speaking & Listening
‘…far more attention needs to be given, right
from the start, to promoting speaking and
listening skills, to make sure that children build
a good stock of words, learn to listen
attentively and speak clearly and confidently.’
Rose Review p3
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Vocabulary Development
• What can we do to develop children’s
vocabulary?
• explicit
• implicit
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Good word
recognition,
good language
comprehension
Word recognition
Good language
comprehension,
poor word
recognition
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Poor word
recognition,
poor language
comprehension
Good word
recognition,
poor language
comprehension
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Language comprehension
Transition from EYFS to KS1
In order to build on the good practice from
EYFS what needs to be in place in Y1 and Y2?
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Expected standard at end of KS1:
The pupil can:
• read accurately most words of two or more syllables
• read most words containing common suffixes*
• read most common exception words*.
In age-appropriate books, the pupil can:
• read words accurately and fluently without overt sounding and
blending, e.g. at over 90 words per minute
• sound out most unfamiliar words accurately, without undue
hesitation.
In a familiar book that they can already read accurately and
fluently, the pupil can:
• check it makes sense to them
• answer questions and make some inferences on the basis of
what is being said and done.
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Phonics at a glance
phonics is
skills of
segmentation
and blending
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knowledge of
the alphabetic
code
Definition of terms
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Phoneme
Grapheme
Digraph
Trigraph
Split digraph
Blending
Segmenting
Decoding and encoding
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Enunciation
• Teaching phonics requires a technical
skill in enunciation
• Phonemes should be articulated clearly
and precisely
• https://www.youtube.com/watch?v=BqhX
UW_v-1s
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Quality First Phonic teaching should:
• Be multi-sensory but tightly focused on the learning
objective
• Ensure that all children can hear/see the teaching
input
• Support progression in learning and consolidation
• Make full use of additional adults
• Be sufficiently flexible to take account of differing
needs
• Achieve the learning intention within the optimum
time
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The Role of Phase 1
• Central importance of developing speaking and
listening skills
• Relies on and complements a broad and rich
language curriculum
• Promotes the range and depth of children’s
language experience
• Introduced oral blending and segmenting
• Paves the way for systematic phonic teaching
to begin
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Model for daily teaching of phonics skills and knowledge
REVISIT AND REVIEW
recently and previously learned phoneme-grapheme correspondences, and blending and segmenting skills
as appropriate
TEACH
new phoneme-grapheme correspondences; skills of blending and segmenting
PRACTISE
new phoneme-grapheme correspondences; skills of blending and segmenting
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APPLY
new knowledge and skills while reading/writing
Blending and Segmentation
Blending
Segmentation
•Merging the individual phonemes
together to pronounce a word.
•Hear and say the individual
phonemes within words
•To read unfamiliar words a child must
recognise (sound out) each
grapheme, not each letter, then merge
the phonemes together to make a
word
•In order to spell, children need to
segment a word into its component
phonemes and choose a
grapheme to represent each
phoneme
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Features of Phases 2 to 6
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Summary
Suggested daily teaching sequence
Suggested timetable for discrete teaching
Teaching content and procedure
Procedure for practising
Application
Assessment
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Phase 2
• Introduces 19 grapheme-phoneme
correspondences
• Decoding and encoding taught as
reversible processes
• As soon as children have a small number
of grapheme/phoneme correspondences,
blending and segmenting can start
(/s/a/t/p/i/n/)
• ‘Tricky’ words
Typical duration: Up to 6 weeks
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Phase 3
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Introduces another 25 graphemes
Most comprising two letters
One representation of each of 44 phonemes
Reading and spelling two syllable words and
captions
• Typical duration: Up to 12 weeks
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Tricky words (common exception)
• How do you teach these?
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Phase 4
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Consolidates knowledge of GPCs
Introduces adjacent consonants
No new GPCs
Typical duration: 4-6 weeks
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Phonic phases
Sort the words from the 2016 Y1 phonics
screening check into the relevant phonic
phases.
What are the key messages from the
check?
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Y1 Phonics screening check 2016
• Phase 2 graphemes including ck ff ss
• Phase 3 graphemes:- x qu oi ar or air igh
ee oo oa
• consonant digraphs:- ch sh ng
• adjacent consonants e.g. mp fr cr st spl str
• phase 5 graphemes:- ie ea au ir ph and split
digraphs o-e i-e
• words with two syllables e.g. forest
• words with suffixes s er ing
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Phase 5
• Introduces additional graphemes
• Introduces alternative pronunciations for
reading
• Introduces alternative graphemes for
spelling
• Developing automaticity
• Throughout Year One
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Sound buttons
rain
bright
witch
slaughter
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Segmenting
WORD
bleed
creed
deed
speed
weed
greed
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PHONEMES
speed
crayon
slight
toast
broom
foil
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Which of these words contains a split
digraph?
time
made
spike
have
come
bride
some
shine
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Teaching High-Frequency words
• Letters and Sounds aligns decodable HF words with the
GPCs that have been taught in each Phase
• Quarter of the 100 HF words occurring most frequently
in children’s books are decodable at Phase 2
• Half of the 100 words are decodable by end of Phase 4
• Majority by end of Phase 5
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Nonsense words: Phases 2 and 3
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Nonsense words: Phase 4 adjacent
consonants/ Phase 5 split digraphs
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The four part lesson:
Revisit
Teach
Practise
Apply
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The four part lesson:
In groups have a go at devising your own 4 part lesson
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give equal weighting to all four parts
consider resources
different strategies e.g. working in pairs
interactive
check the learning
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Application of phonics into reading and
writing
• incorporating new words into speaking and
listening activities
• continuation of role play opportunities beyond
FS2
• 1:1 reading/guided and whole class reading
• writing fiction and non-fiction to use new
vocabulary
• read aloud own writing
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Spelling: Year 1
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vowel digraphs and trigraphs
consonant digraphs
syllables
endings –s, -es, -ed, -er, -ing, -est
compound words
ph, wh
uncommon exception words
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Spelling: Year 2
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-dge and –ge
kn/gn
-le/-el/-al/-il
adding –es, –ed, -ing , -er to words with different
endings
alternative spellings for ‘or’ and ‘u’
different spellings for words beginning with ‘w’ and ‘qu’
further suffixes
contractions
possessive apostrophe
homophones
common exception words
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Spellings – learn, practise and apply
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identify the phonemes/syllables
find the tricky bit
words that rhyme
links with other words
word families
collect examples
look, say, cover, write, check
words within words
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Resources and strategies to support phonics
teaching
• using sound buttons
• phoneme fingers
• phoneme frames
• flash cards
• talking tins
• mini whiteboards
• boards and magnetic letters
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True or false
All of these words have 4 phonemes
brush
stick
strap
string
damp
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Language comprehension, vocabulary and
application of skills e.g. like
Synonym
Antonym
Rhyme
Example
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What makes a
stimulating learning
environment?
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Formative/summative assessment
• The phonics progress tracking sheets are
designed to provide an overview of children’s
progress throughout the phonic phases.
• Regular monitoring will ensure that all children
make expected progress, including children in
the most vulnerable groups.
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Overcoming barriers
Consider the barriers/problems for
individual and/or groups of pupils
What interventions are these pupils
currently receiving?
• How effective are these?
• What is making the greatest difference?
• What else will help?
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So, what should the effective teaching and
learning of phonics look like?
• This can be shared with all teachers, TAs and
pupils.
• Have it displayed in classrooms
• Refer to it when planning and teaching
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What next?
So back in school...
Choose one aspect that you will implement
straightaway
One area to develop
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Copyright
The content of this document is the intellectual property
of Wiltshire Council. It is not for use or distribution
without the express permission of Wiltshire Council.
©Wiltshire Council 2017
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