Download Report

Phonics at KS2
The basics
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
Why?
National picture








Phonics out of fashion
Literacy strategy – searchlights model
Not much phonics in teacher training
Endless updates – very confusing
1 in 5 children leave primary school unable
to read properly
Clackmannanshire study
Rose review – Letters and Sounds
Phonics now top priority for Ofsted
Current KS2 Cohorts
Have not experienced post Rose Report
style phonics teaching.
 May not have had very much phonics
teaching at all.

School picture
You need to figure this out
 Assess the children’s phonics skills
 Reflect on what you are teaching and
when
 Reflect on your training needs
 Find out what your feeder schools are
doing
 Don’t panic

What is phonics?
Knowledge
- 44ish phonemes (speech sounds)
- 140ish graphemes – ways of writing
phonemes
Skills
- Blending
- Segmenting
Blending
Merging (or synthesising)
the phonemes c-a-t
into the word cat
Segmenting
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
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
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.
Phonic Phases
Letters and sounds splits
phonics teaching up into
6 distinct phases.
I’m going to give a very brief
overview
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
Phase 1 shouldn’t really come to an end.
These skills should be worked on
throughout Primary School.
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.

Phase 2 letter progression
Set 1:
Set 2:
Set 3:
Set 4:
Set 5:
s
I
g
ck
h
a
n
o
e
b
t
m
c
u
f,ff
p
d
k
r
l,ll
ss
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
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
Purpose of phase 3
(up to 12 weeks – Suggested Timetable p76-78)
Teach another 25 phonemes and
graphemes to go with them.
 Learn letter names
 Continue to practise blending and
segmenting using new phonemes and
two syllable words

25 phonemes taught in Phase 3
Letters
Set 6:
j
v
w
Set 7:
y
z,zz
Consonant digraphs: ch
Vowel digraphs: ai ee
oa oo ar or ur
ear air ure er
x
qu
sh th
igh
ow oi
ng
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
Phase 4
• 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.
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 people
 Watch out for old resources (and some
new ones)
 Train children to think about mouth
movements

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
New graphemes for reading
Alternative pronunciations
/ee/ phoneme
/ee/ consolidation game
Purpose of phase 6
(throughout year two)
Reading
Learn some of the rarer phonemegrapheme 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.
Purpose of phase 6
(throughout year two)
Spelling
Identifying 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
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
Phonics teaching in FS & KS1
15 minutes a day
 Every single day
 At the appropriate phase for the class.
FAST
FUN
SYSTEMATIC

Reflect
Getting a whole school picture
Take your time
 Get the feel of where your class are
 Build up a detailed whole school picture.

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.
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
Unaided writing assessment
I now a funy little man
as quit as a mouse
he duse the migef that is dune
in evrybody’s howse
thow no one ever seas hes fhas
it is trou we all agry
that evry plat we brak was krakt
by mr nobody
he put the damp wood on the fier
so kettle’s will not bolle
hes are the feet that bring in mud
and find slim and grim and soil
Phase 3
Unaided writing assessment
I now a funy little man
as quit as a mouse
he duse the migef that is dune
in evrybody’s howse
thow no one ever seas hes fhas
it is trou we all agry
that evry plat we brak was krakt
by mr nobody
he put the damp wood on the fier
so kettle’s will not bolle
hes are the feet that bring in mud
and find slim and grim and soil
Phase 4
Unaided writing assessment
I now a funy little man
as quit as a mouse
he duse the migef that is dune
in evrybody’s howse
thow no one ever seas hes fhas
it is trou we all agry
that evry plat we brak was krakt
by mr nobody
he put the damp wood on the fier
so kettle’s will not bolle
hes are the feet that bring in mud
and find slim and grim and soil
Phase 5
Look at the
phases that
children
are working at
Find the 60%
mark
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.
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.

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

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.

Planning resources
Letters and sounds
 Year 2/3 planning exemplification and
spelling programme
 Spelling bank
 KS3 literacy progress unit (phonics)
 KS3 literacy progress unit (spelling)
 Y3 literacy support programme

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.
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.
Suggested approach
5 session spelling (from Y2/3 Spelling Programme)
Spelling
conventions
HFW / cross
curricular /
phonics
revision
KS2 Phonics and Spelling

KS2 Phonics & Spelling
Things to think about
What next?
Individuals
Whole school
Reflect on where Find out where the
your class are?
children are?
What are you going
Identify your
to experiment
school priorities?
with over the next How are you going
few weeks?
to tackle them?