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Phonics in Key Stage 1 Spring Term 2017 [email protected] www.wiltslt.co.uk www.wiltslt.com 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. www.wiltslt.com 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 www.wiltslt.com Data • National picture • Wiltshire picture • Your school www.wiltslt.com Phonics Y1 www.wiltslt.com Phonics Y2 www.wiltslt.com Reading KS1 www.wiltslt.com 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% www.wiltslt.com Phonics Wiltshire picture All pupils Boys Girls 2016 78% 74% 82% 2015 74% 70% 78% 2014 71% 67% 75% 2013 67% 63% 72% www.wiltslt.com Current practice in your school • What is working well? How do you know? • What are the barriers to learning? www.wiltslt.com 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 www.wiltslt.com 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? www.wiltslt.com 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? www.wiltslt.com Y1 and Y2 pupils in your school Time to discuss your school’s context • • • • • • • Profile data at end of FS2 Current phonic phase Class breakdown Boys/girls/SEN TAs/ resources Interventions Parental support www.wiltslt.com 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. www.wiltslt.com Some Key Features Of Good Early Years Practice • • • • • • • • • 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 www.wiltslt.com 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. www.wiltslt.com 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 www.wiltslt.com Vocabulary Development • What can we do to develop children’s vocabulary? • explicit • implicit www.wiltslt.com www.wiltslt.com + Good word recognition, good language comprehension Word recognition Good language comprehension, poor word recognition + - Poor word recognition, poor language comprehension Good word recognition, poor language comprehension www.wiltslt.com 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? www.wiltslt.com 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. www.wiltslt.com Phonics at a glance phonics is skills of segmentation and blending www.wiltslt.com + knowledge of the alphabetic code Definition of terms • • • • • • • • Phoneme Grapheme Digraph Trigraph Split digraph Blending Segmenting Decoding and encoding www.wiltslt.com 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 www.wiltslt.com 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 www.wiltslt.com 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 www.wiltslt.com 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 www.wiltslt.com 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 www.wiltslt.com Features of Phases 2 to 6 • • • • • • • Summary Suggested daily teaching sequence Suggested timetable for discrete teaching Teaching content and procedure Procedure for practising Application Assessment www.wiltslt.com 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 www.wiltslt.com Phase 3 • • • • 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 www.wiltslt.com Tricky words (common exception) • How do you teach these? www.wiltslt.com Phase 4 • • • • Consolidates knowledge of GPCs Introduces adjacent consonants No new GPCs Typical duration: 4-6 weeks www.wiltslt.com 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? www.wiltslt.com 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 www.wiltslt.com Phase 5 • Introduces additional graphemes • Introduces alternative pronunciations for reading • Introduces alternative graphemes for spelling • Developing automaticity • Throughout Year One www.wiltslt.com Sound buttons rain bright witch slaughter www.wiltslt.com Segmenting WORD bleed creed deed speed weed greed www.wiltslt.com PHONEMES speed crayon slight toast broom foil www.wiltslt.com Which of these words contains a split digraph? time made spike have come bride some shine www.wiltslt.com 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 www.wiltslt.com Nonsense words: Phases 2 and 3 www.wiltslt.com Nonsense words: Phase 4 adjacent consonants/ Phase 5 split digraphs www.wiltslt.com The four part lesson: Revisit Teach Practise Apply www.wiltslt.com The four part lesson: In groups have a go at devising your own 4 part lesson • • • • • give equal weighting to all four parts consider resources different strategies e.g. working in pairs interactive check the learning www.wiltslt.com 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 www.wiltslt.com Spelling: Year 1 • • • • • • • • vowel digraphs and trigraphs consonant digraphs syllables endings –s, -es, -ed, -er, -ing, -est compound words ph, wh uncommon exception words www.wiltslt.com Spelling: Year 2 • • • • • • • • • • • -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 www.wiltslt.com Spellings – learn, practise and apply • • • • • • • • 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 www.wiltslt.com Resources and strategies to support phonics teaching • using sound buttons • phoneme fingers • phoneme frames • flash cards • talking tins • mini whiteboards • boards and magnetic letters www.wiltslt.com True or false All of these words have 4 phonemes brush stick strap string damp www.wiltslt.com Language comprehension, vocabulary and application of skills e.g. like Synonym Antonym Rhyme Example www.wiltslt.com What makes a stimulating learning environment? www.wiltslt.com 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. www.wiltslt.com 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? www.wiltslt.com 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 www.wiltslt.com What next? So back in school... Choose one aspect that you will implement straightaway One area to develop www.wiltslt.com 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 www.wiltslt.com