phonics at ks2 the basics. what we will cover why all the fuss about phonics? what exactly is...
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Phonics at KS2
The basics
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What we will cover
Why all the fuss about phonics?What exactly is phonics (and what are the
different phonic phases)?What are FS and KS1 being asked to do?Where does this leave KS2?How to get started?
www.ks2phonics.org.uk
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Why?Synthetic phonics replaces
unsound literacy strategy
The Times 2nd Dec 2005
The phonics war isn't over yet The Independent 23rd March 2006
Kelly tears up schools' reading
policy and backs phonics approach
The Independent 2nd Dec 2005
Damning Ofsted report reveals literacy failings The Times 5th Oct 2005
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Phonics out of fashionLiteracy strategy – searchlights modelNot much phonics in teacher training Endless updates – very confusing 1 in 5 children leave primary school unable
to read properlyClackmannanshire studyRose review – Letters and SoundsPhonics now top priority for Ofsted
National picture
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Current KS2 Cohorts
Have not experienced post Rose Report style phonics teaching.
May not have had very much phonics teaching at all.
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You need to figure this outAssess the children’s phonics skillsReflect on what you are teaching and
whenReflect on your training needsFind out what your feeder schools are
doingDon’t panic
School picture
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What is phonics?
Knowledge- 44ish phonemes (speech sounds) - 140ish graphemes – ways of writing phonemes
Skills
- Blending
- Segmenting
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Merging (or synthesising) the phonemes c-a-t
into the word cat
Blending
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Taking a spoken word (e.g. him)
Identifying the individual sounds h-i-m and working out how to write each sound to create the word
Segmenting
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Vocabulary
Phoneme – smallest unit of speech sound
Grapheme – a written representation of a phoneme
Digraph – two letters that make one sound ch ck th ng
Adjacent consonants– two or more consonants next to each other in a word – stop list – CAN PROVE TRICKY
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Articulating phonemes
You need to take care how you say phonemes. They should be said continuously if possible or otherwise repeated. Take great care not to add an –uh sound onto the end of sounds such as t j p
For exact pronunciations see the Letters and Sounds DVD.
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Phonic Phases
Letters and sounds splits phonics teaching up into 6 distinct phases.
I’m going to give a very brief
overview
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Phase 1
Explore and experiment with sounds and words
Distinguish between different sounds in the environment and phonemes
Learn to orally blend and segment sounds in words
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Phase 1 shouldn’t really come to an end. These skills should be worked on throughout Primary School.
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Purpose of phase 2(up to 6 weeks – Suggested Timetable p50)
Learn 19 phonemes and know the graphemes that represent them.
Move on from orally blending and segmenting to blending and segmenting letters to read and spell (maybe with magnetic letters) VC and CVC words
Introduce two syllable words, simple captions and some tricky HFW.
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Phase 2 letter progression
Set 1: s a t p
Set 2: I n m d
Set 3: g o c k
Set 4: ck e u r
Set 5: h b f,ff l,ll ss
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Teaching HFW
Some HFW should be taught during each phase.
Many HFW are simple to work out using phonics.
Some are ‘tricky’. Children need to be taught strategies for spelling and reading these words.
These are similar to strategies we will look at later.
P64-65
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Applying
Must have opportunities in class to read and write the words that they have been learning in phonics sessions.
Guided reading Shared reading Captions Labels Whiteboards and pens Magnetic letters Differentiated literacy work
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Purpose of phase 3(up to 12 weeks – Suggested Timetable p76-78)
Teach another 25 phonemes and graphemes to go with them.
Learn letter namesContinue to practise blending and
segmenting using new phonemes and two syllable words
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25 phonemes taught in Phase 3
Letters
Set 6: j v w x
Set 7: y z,zz qu
Consonant digraphs: ch sh th ng
Vowel digraphs: ai ee igh
oa oo ar or ur ow oi
ear air ure er
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Purpose of phase 4(4 – 6 weeks)
To consolidate children’s knowledge of graphemes in reading and spelling words containing adjacent consonants and polysyllabic words
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• can blend adjacent consonants in words and apply this skill when reading unfamiliar texts, (CCVC, CVCC, CCVCC)
step list clap grasp strap• can segment adjacent consonants in words
and apply this in spelling
Beware – Adjacent consonants are not digraphs. They make two distinct sounds.
Phase 4
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Adjacent consonants
Children with speech and language difficulties find this stage tricky. Persevere – they will get there.
Adjacent consonants are no longer taught as blends as this can be a barrier to learning. Not everybody knows this yet.
Spread the word to other peopleWatch out for old resources (and some
new ones)Train children to think about mouth
movements
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Purpose of Phase 5(throughout Year One)
Children broaden their knowledge of graphemes and phonemes for use in reading and spelling
Learn new graphemes and alternative pronunciations some of which they will have already encountered in high frequency words
Learn to choose the appropriate graphemes when spelling and begin to build up word specific knowledge
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New graphemes for reading
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Alternative pronunciations
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/ee/ phoneme
/ee/ consolidation game
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Purpose of phase 6(throughout year two)
ReadingLearn some of the rarer phoneme-
grapheme correspondences.
Develop automaticity in reading. In particular, reliably recognising digraphs as representing one sound.
Children should become fluent readers during this phase and develop a range of comprehension strategies.
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Purpose of phase 6(throughout year two)
SpellingIdentifying the tricky bit in a word.
Develop strategies for spelling longer words.
Develop guidelines for making choices between spelling alternatives.
Begin to explore spelling conventions e.g. when using the past tense, adding suffixes etc. Route to spelling
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Beyond Phase 6
“Note that the teaching of spelling cannot be completed in Year 2 – it needs to continue rigorously throughout primary school and beyond if necessary.”
Letters and Sounds
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Phonics teaching in FS & KS1
15 minutes a dayEvery single dayAt the appropriate phase for the class.
FAST
FUN
SYSTEMATIC
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Reflect
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Getting a whole school picture
Take your timeGet the feel of where your class areBuild up a detailed whole school picture.
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Things to try with your class
For your own interest try playing GPC Flashcards and Quickwrite Graphemes with your class. This is a good way for you to learn how to say the phonemes carefully too.
Do they know all the letters of the alphabet? Assume nothing!
Ideas for more detailed assessments are on the website and in Letters and Sounds.
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Whole school assessment
Unaided writing analysis: Nursery rhyme or short poem (learn orally first) - Any unaided writing. Spend a staff meeting looking through for
evidence that they are applying skills from each phase.
Decide which phase each child is working at Moderate Reflect on where the children in your class are
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Unaided writing assessment
I now a funy little manas quit as a mousehe duse the migef that is dunein evrybody’s howsethow no one ever seas hes fhasit is trou we all agrythat evry plat we brak was kraktby mr nobodyhe put the damp wood on the fierso kettle’s will not bollehes are the feet that bring in mudand find slim and grim and soil
Phase 3
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Unaided writing assessment
I now a funy little manas quit as a mousehe duse the migef that is dunein evrybody’s howsethow no one ever seas hes fhasit is trou we all agrythat evry plat we brak was kraktby mr nobodyhe put the damp wood on the fierso kettle’s will not bollehes are the feet that bring in mudand find slim and grim and soil
Phase 4
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Unaided writing assessment
I now a funy little manas quit as a mousehe duse the migef that is dunein evrybody’s howsethow no one ever seas hes fhasit is trou we all agrythat evry plat we brak was kraktby mr nobodyhe put the damp wood on the fierso kettle’s will not bollehes are the feet that bring in mudand find slim and grim and soil
Phase 5
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Look at the phases that
children are working at
Find the 60% mark
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Whole class teaching
Pitch at the 60% mark. If this is phase 1-5, then teach the whole class
15 mins per day focussed phonics teaching – See Letters and Sounds
If this is phase 6 or beyond you can probably move onto KS2 learning intentions but it is still important to include a fast track introduction to phonics and then lots of revision.
Build differentiation into your planning to support children above and below the 60% mark.
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FAST TRACK INTRODUCTION
Phase 1/2 – Loads of oral blending and segmenting games.
Phase 3 – Teach what phonemes, graphemes, digraphs, trigraphs are.
Learn to blend for reading and segment for writing.
Phase 4 – Practise blending and segmenting adjacent consonants.
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FAST TRACK INTRODUCTION
Phase 5 – Become familiar with the term long vowel phoneme. Introduce the idea that graphemes can represent more than one phoneme and that phonemes can be represented by more than one grapheme.
Use this knowledge to support reading and writing
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Intervention
Children working on a phase (1-5) below the level of whole class teaching must have intervention.
15 mins per day phonics teaching at the appropriate phase – see Letters and Sounds.
This has whole school implications for timetabling, TAs etc.
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Planning resources
Letters and soundsYear 2/3 planning exemplification and
spelling programmeSpelling bankKS3 literacy progress unit (phonics)KS3 literacy progress unit (spelling)Y3 literacy support programme
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What to teach when?
There is no official document to tell you this at the moment – Coming soonish!
Y3 can refer to Y2/3 Spelling Programme – but it isn’t quite up to date.
KS2 Phonics and Spelling is an attempt to fill this gap.
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KS 2 Phonics and Spelling
Learning objectives taken mainly from Y2/3 Spelling Programme and Spelling Bank.
Some things adapted in the light of the Rose Report.
Lots of phonics revision thrown in.
Spelling conventions looked at from a phonics point of view.
Subject knowledge and teaching ideas drawn together from a wide range of documents.
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Suggested approach
5 session spelling (from Y2/3 Spelling Programme)
Spelling conventions
HFW / cross curricular / phonics revision
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KS2 Phonics and Spelling KS2 Phonics & Spelling
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Things to think about
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What next?
Individuals
Reflect on where your class are?
What are you going to experiment
with over the next few weeks?
Whole school
Find out where the children are?
Identify your school priorities?
How are you going to tackle them?