Phonics and Talk Time 3+Aa to Zz alphabet letters linked to sounds and the core phonics skills and sub-skills

for reading, spelling and handwritingby Debbie Hepplewhite

Suitable for use in the home and in nurseries, pre-schools and pre-kindergartens.

Also suitable for use in schools for young beginners when the Roman alphabet is a different script from the first language.

The PowerPoint Presentation

• Part 1: An introduction to Debbie Hepplewhite and a look at the Simple View of Reading model

• Part 2: About the main content and guidance of the two ‘Phonics and Talk Time’ books to enable transparent review

• Part 3: What next after ‘Phonics and Talk Time’?

Part 1: An introduction to Debbie Hepplewhite MBE FRSA

• Previously: primary teacher, headteacher, special needs teacher Currently: teacher-trainer, consultant and writer

• Author of the online Phonics International programme for all ages and contexts (Phonics International Ltd, 2007)

• Phonics consultant for the Oxford Reading Tree Floppy’s Phonics Sounds and Letters infant programme (Oxford University Press, 2010)

• England: received MBE Queen’s Honours Award for Services to Education (2012)

• Author of Phonics Training Online featuring Debbie’s ‘two-pronged systematic and incidental phonics teaching and learning’ approach (Phonics International Ltd, 2015)

• Author of the No Nonsense Phonics Skills programme (Raintree, 2016)• Author of Phonics and Talk Time (Phonics International Ltd, 2017)

The Simple View of ReadingTo teach reading and for children to be‘readers’ in the full sense

*We need to teach the letter/s-sound linksand the phonics sub-skills and blending skill for the technical ability to read unknown print:

What ARE the words? How do we decode print into spoken words?

*We need to develop children’s spoken language,enrich their stock of words and build theirknowledge and understanding of the world:

What do the words MEAN?

Teaching reading, spelling and writing

To teach reading, spelling and writing:

1) Develop children’s spoken language to enrich their stock of words and build up their knowledge and understanding of the world:

This is ‘cultural capital’ or ‘literacy capital’: Provide lots of high-quality conversations and activities and plenty of ‘life’ and ‘book’ experience.

2) Teach explicitly and systematically the letter/s-sound links of the English alphabetic code and the three core phonics skills and their sub-skills for reading, spelling and writing.

Please note: Further teaching• The Phonics and Talk Time books provide an introduction to the full range of letter

shapes of the alphabet linked to sounds (but not the full ‘alphabetic code’) along with the three core phonics skills and sub-skills required to read, spell and write.

• Follow the Phonics and Talk Time books with a systematic synthetic phonics (SSP) programme to teach the English alphabetic code comprehensively. This will introduce many spelling alternatives for the 44+ sounds of speech (the letter groups such as sh, th, ee, oa, igh and so on) and the pronunciation alternatives for various letters and letter groups (for example, ea is pronounced differently in ‘eat’, ‘bread’ and ‘great’).

• In England, a full systematic synthetic phonics programme would ideally begin by the time the children are four to five years old.

• To hear the full range of sounds and to note their spelling alternatives, see video:https://phonicsinternational.com/new_hear_sounds.html

Part 2: The Phonics and Talk Time series: Pre-school books 1 & 2

back cover

Content of the two Phonics and Talk Time books

The two books integrate both systematic, cumulative phonics content and language comprehension.

Guidance in the Phonics and Talk Time books

Full guidance is provided via the front cover notes and throughout the pages of both books.

Guidance for the phonics activities pages – Book 1

Guidance for the phonics activities pages – Book 2

Introducing both CAPITAL and lower case letter shapes ‘as code for’ the same sounds

Characters’ namesexemplify capital letters.

Key picture-wordsexemplify lower case letter shapes.

Book 1 includes sub-skills and full phonics skill for readingwith cumulative words.

Book 2 progresses toinclude spelling withwriting, and readingto sentence level.

The characters for the CAPITAL letters

Enjoy language play and language development

Book 2: Conversations are generated by themed pictures along with further themed all-through-the-word reading and spelling activities.

Book 1: Recite and talk about characters’ rhymes.

‘Let’s talk about...’ pictures include phonemic awareness activities for beginning sounds.

The key picture-words for the lower case lettersSounds (phonemes) linked toalphabet letter shapes:

Vowel sounds shown in redletters within the slash marks:

/a/ /e/ /i/ /o/ /u/

Consonant sounds shown in blueletters within the slash marks:

e.g. /b/ /k/ /l/ /r/ /s/

Try not to add “…uh” on the end of the consonant sounds:e.g. s pronounced “sss” not “suh”

Oral blending of any sounds‘Phonemic awareness’ = tuning into the smallest sounds of speechThe child’s ‘ear’ is tuned into any sounds (phonemes) with activities of oral blending (reading sub-skill) and oral segmenting (spelling sub-skill).

Book 1 features lots of practice of oral blending – a sub-skill of reading (decoding).

Oral blending & oral segmenting of any sounds

Book 2 features lots of practice of oral blending – a sub-skill of reading (decoding)alternating with oral segmenting – a sub-skill of spelling, and full spelling (encoding).

Identify the sounds all through the picture words and then allot letters for each sound.

How is it best to use these books? Complete and repeat

Like any early years favourite alphabet books, use over and over again.Keep copies in the book corner to browse constantly - this is important. In addition, children need their own copies to complete and repeat.

The repetition is key to effective learning of alphabetic code knowledge and phonics skills.

Please note:The books are produced in very high qualitycard and paper for durability and longevity!

Teaching letter groups as code for the sounds ‘incidentally’ – drip-feeding how reading works

The Phonics and Talk Time books introduce the single letters of the alphabet as code for the sounds of speech – not letter groups such as sh and ch (the exception is qu as code for /kw/). You can point out any letter groups ‘incidentally’ – including in children’s names and story books.

Part 3: What next after ‘Phonics and Talk Time’?If you would like to investigate Debbie’s wide range of FREE RESOURCES and her full systematic synthetic phonics programmes and training, please visit:

www.phonicsintervention.org

There you can see transparent review of Debbie’s No Nonsense Phonics Skills programme which is produced in ‘hard copy’ books + USB stick with extra resources. You will also find electronic links to Debbie’s online Phonics International programme for all ages – and Oxford Reading Tree Floppy’s Phonics Sounds and Letters programme for infants.

For more information, see next slides:

No Nonsense Phonics Skillsfor reading, spelling, handwriting,

and language comprehensionby Debbie Hepplewhite

Starter Kit

6 sets of 9 Pupil Books, 9 Teacher Books, 6 mini Alphabetic Code Charts, USB Stick with extra resources

Systematic Synthetic Phonics: Nine Pupil Books and Nine Teacher Books

Suitable for:

• Mainstream teaching in whole classes or groups

• Targeted support for speeding up and consolidating learning

• Intervention when learners have specific individual needs

• Individual provision – tutoring, working in partnership with parents or carers, home education

• English speakers

• Teaching English as a new or additional language

Question: How can the books be suitable for all learners? Answer: They all need to learn the same alphabetic code and the same phonics skills for lifelong reading and spelling!

Order of introducing the alphabetic codein the No Nonsense Phonics Skills books

Rationalising the units of sound and their many spelling alternatives as an ‘Alphabetic Code Chart’

Main content of the 9 Pupil Books

‘Say the Sounds’at the beginningof every lesson

The Alphabetic CodeBuilding Up the Sounds and Graphemes

The Alphabetic Code Chart builds upin chunks in the front of every Pupil Book.Extra guidance on ‘post-its’ is provided.

Multi-skills Activities & Mini Story pages

Guidance on every page and extra guidance in the Teacher Books

Working from code to cumulative words to cumulative, decodable texts is central to the programme.

Spelling Word Banks andsome additional activities

Spelling word bank activities feature throughout the programme.

9 No Nonsense Phonics Skills Teacher Books

Full guidance is provided in the Teacher Booksfor every parallel Pupil Book.Comprehension question suggestions provided for all the 109 Mini Stories in the Pupil Books.

Full Teaching andLearning Cycle forBooks 1 to 9.

Starter Kit USB Stick: Full range of supplementary resources

Additional guidance, video footage,comprehensive range of extra resources

sample pages

Features of the programme’s rationale

1. Research-informed Systematic Synthetic Phonics Teaching Principles

2. Distinguishes between the Alphabet and the Alphabetic Code

3. Debbie’s ‘Two-pronged systematic and incidental phonics’ approachfor teaching and learning

4. Delivered through a content-rich Teaching and Learning Cycle:

Video footage and PowerPoint available at www.phonicsintervention.org

The Systematic Synthetic Phonics Teaching Principles

http://www.phonicsinternational.com/Triangle_sub_core_skills.pdf

1. Systematically teach the KNOWLEDGE of the letter/s-sound correspondences of the alphabetic code and the three core phonics SKILLS and their sub-skills.

2. Application: Use cumulative, decodable words, sentences and texts for ample practice.

3. Don’t teach, or promote, multi-cueing reading strategies that amount to guessing words from pictures, context or initial letter cues as these detract from, and dilute, the phonics application and result in weak reading profiles.

For a very detailed free pdf, see:

To build on No Nonsense Phonics Skills• For further resources to extend knowledge of the alphabetic code for

vocabulary, language development and Spelling Word Bank work, you might wish to investigate Debbie’s Phonics International programme –resources provided online for all ages and contexts, see: www.phonicsinternational.com

• For more in-depth professional development for foundational reading and spelling instruction and the ‘two-pronged systematic and incidental phonics’ approach, investigate Debbie’s ‘Phonics Training Online’ programme: www.phonicstrainingonline.com

• For FREE print and fully joined handwriting guidance and alphabet resources, see: www.debbiehepplewhitehandwriting.com

Research and Reading Debate

• For research information and up-to-date commentary on foundational literacy, the following three sites are highly recommended:

• The UK Reading Reform Foundation (RRF) www.rrf.org.uk

• The International Foundation for Effective Reading Instruction (IFERI) www.iferi.org

• Susan Godsland’s award-winning site www.dyslexics.org.uk