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Welcum too ower fonix and reeding eavning for pairnts

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Presentation on theme: "Welcum too ower fonix and reeding eavning for pairnts"— Presentation transcript:

1 Welcum too ower fonix and reeding eavning for pairnts

2 Main points of the programme
Developing language skills before starting phonics Speaking & listening + practical activities Phonics sessions every day Clear sounds - short not over emphasised Emphasis on knowing/using phonics Emphasis on links between reading and spelling 6 phase programme F1 – Y2 High Frequency word built into programme Emphasis on decoding as main reading strategy Whole school approach

3 Articulating the sounds

4 Phase 1 Develops the speaking and listening skills which children need before they can begin to work with letters and sounds Uses a range of games and activities within the daily routines Uses ordinary objects and resources but focuses on listening Uses oral work with letters NOT written work e.g. robot speak

5 Phase 2 Introduces letters and the sounds they make Children say the sound made by a given letter Children identify the letter making a given sound Introduces sound buttons Introduces blending and segmenting Develops blending and segmenting with cvc words or vc words Introduces the first few High-frequency words

6 Phase 3 Teaches the last few single letters/sounds Introduces letter names Introduces digraphs – sounds made by 2 letters together sh ch oo Introduces more High-frequency and tricky words was Continues to blend and segment using the new letters/sounds

7 Phase 3 continued Continues using sound buttons Uses captions and sentences to extend reading and writing The ship hit the rocks with a thud. Introduces yes/no questions and sentence substitution to develop reading with understanding Is a lemon red? Introduces 2 syllable words handbag toothbrush

8 Phase 4 Introduces adjacent consonants in words tent jump Continues blending & segmenting but moves away from sound buttons Teaches more high-frequency and tricky words Read and write sentences with words which have been introduced

9 Phase 5 Introduces more graphemes, including alternative spellings for known sounds “air” - could also be - ere in “there” ear in “bear” are in “care” Teaches more complex high-frequency and tricky words Applies these words through reading and writing sentences

10 Phase 6 Reading words automatically Decoding words silently Spelling phonemically accurate – not necessarily totally accurate teechers teshurz Introduces simple past tense in spelling Introduces suffixes ing ed ful ly ness

11 Phase 6 continued Introduces spelling long words Applies knowledge of spelling in writing Expectation of fluent reading Not learning to read but reading to learn! Expectation of increasingly accurate spelling

12 What is the structure of an individual session?
Revisit & review – going over sounds/words already taught Teach – learning new sounds/words Practise – using these new sounds in words, reading/spelling Apply – using known sounds/words in sentences, reading/writing

13 Key points for success Children need good listening skills Sounds must be pronounced correctly in order to blend them Children should be praised for good attempts at blending Children need to be praised for good phonic attempts at spelling Children need to learn tricky words – read and spell Children need to understand what they read

14 Reading

15 Strategies for tackling new words
Context Rereading Picture Part recognition Asking others

16 Comprehension - A child should be able to:
recall a story or information from the book predict the next part of a story based on what they have read so far explain why characters have done or said something give their opinion about what happened talk about the structure of the story – beginning, middle, end comment on the content freely as they read Talk about the layout of the text – use of capitals, BOLD letters etc.

17 Examples of questions to develop comprehension
What happened at the beginning? What do you think will happen next? Why did Goldilocks go in the cottage? How did the 3 Bears feel when they saw Goldilocks? What happened when Goldilocks got home?


19 Selection of reading books

20 Phase 2 phonic readers

21 Phase 2 phonic readers continued

22 Reading assessment

23 Running Record

24 Reading Activities Guided Reading Shared Reading Phonics Literacy Topic Book Corner in class or outside Story time

25 Learning to read but reading to learn!
Not Learning to read but reading to learn!

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