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LETTERS AND SOUNDS WORKSHOP. Phase 1 Taught in Nursery Seven Aspects: Aspect 1 – Environmental Sounds Aspect 2 – Instrumental Sounds Aspect 3 – Body Percussion.

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Presentation on theme: "LETTERS AND SOUNDS WORKSHOP. Phase 1 Taught in Nursery Seven Aspects: Aspect 1 – Environmental Sounds Aspect 2 – Instrumental Sounds Aspect 3 – Body Percussion."— Presentation transcript:

1 LETTERS AND SOUNDS WORKSHOP

2 Phase 1 Taught in Nursery Seven Aspects: Aspect 1 – Environmental Sounds Aspect 2 – Instrumental Sounds Aspect 3 – Body Percussion Aspect 4 – Rhythm and Rhyme Aspect 5 – Alliteration Aspect 6 – Voice Sounds Aspect 7 – Oral Blending and Segmenting

3 Phase 2 Taught in Reception Sounds taught: satpi nmdgo ckckeu rfblll ffss

4 Phase 2 Taught in Reception High frequency words taught: aanasatif inisitofoff oncandadhadback andgetbighimhis notgotupmumbut

5 Phase 2 Taught in Reception Tricky words taught: I nogo thetointo

6 Phase 3 Taught in Reception Sounds taught: jvwxy zzzquchsh thngaieeigh oaooarorur owoiearairure er

7 Phase 3 Taught in Reception High frequency words taught: willthatthisthenthem withseefornowdown looktoo

8 Phase 3 Taught in Reception Tricky words taught: heshewemebe wasyoutheyallare myher

9 Phase 4 Taught in Year 1 In Phase 4, no new graphemes are introduced. The main aim of this phase is to consolidate the children's knowledge and to help them learn to read and spell words which have adjacent consonants, such as trap, string and milk. High frequency words taught: wentIt’sfromchildrenJust help

10 Phase 4 Taught in Year 1 Tricky words taught: saidhavelikesodo comeweretherelittleone somewhenoutwhat

11 Phase 5 Taught in Year 1 Sounds taught: 22 phonemes represented by different graphemes. Alternate spellings – there are 22 sounds of which some are the same but spelt differently. Example: ai as in r ai nay as in d ay a-e as in m a k e All children are expected to be able to read all Phase 5 sounds by the end of Year 1.

12 a-ea-e (as in came)auau (as in Paul)awaw (as in saw) ayay (as in day)e-ee-e (as in these)eaea (as in sea) ewew (as in chew)ewew (as stew)eyey (as in money) i-ei-e (as in like)ieie (as in pie)irir (as in girl) o-eo-e (as in bone)oeoe (as in toe)ouou (as in out) oyoy (as in boy)phph (as in Phil)u-eu-e (as in June) u-eu-e (as in huge)ueue (as in clue)ueue (as in due) whwh (as in when) Phase 5

13 Year 1 Phonics Screening Check In Year 1, children take part in a Phonics check in the Summer term. Children have to read a mixture of real and pseudo words known to the children as ‘alien words’. There are 40 words altogether. Last years pass rate was 32 out of 40. The check is taken under test conditions with one member of staff in a quiet area. ‘The alien game’ – demonstration. Practice makes perfect. 70% at age related expectations in 2012 across Year 1. Children who do not pass the check are re-tested in Year 2.

14 TES – www.tes.co.ukwww.tes.co.uk Phonics screening flashcards, mock tests etc. Phonics Play Games and interactive resources to aid phonics check. www.phonicsplay.co.uk

15 Useful Websites: Twinkl.co.uk – has a parent section Phonicsplay.co.uk Ictgames.com/literacy Northwood.org.uk/phonics Bbc.co.uk/schools/bitesize/ks1/literacy Bbc.co.uk/schools/wordsandpictures Kidzone.ws/phonics Primaryresources.co.uk/English Bugclub.co.uk Starfall.com Familylearning.org.uk/phonics_games

16 Phase 6 Phonics Phase 6 is ideally the starting level for children entering Year 2 due to Phase 5 being the target for the Year 1 phonics screening. By the beginning of Phase Six, children should know most of the common graphemes and their phoneme. They should also be able to identify graphemes that make the same phoneme. They should be able to read hundreds of words, doing this in three ways: 1.reading the words automatically if they are very familiar; 2.decoding them quickly and silently because their sounding and blending routine is now well established; 3.decoding them aloud. Children’s spelling should be phonetically accurate, although it may still be a little unconventional at times. Spelling usually lags behind reading, as it is harder. During this phase, the aim is that children become fluent readers and increasingly accurate (though not perfect) spellers.

17 Phase 6 Phonics: The Right Choice! In Phase 5, the children more complex graphemes and phonemes. Many phonemes have several graphemes and in Phase 6 children are expected to start making the right choices when considering which grapheme to use in their spelling. For example: Is it c, k, or ck? Is it oi or oy? Is it ou or ow? Is it ee or ea? Is it an ay, ey, aigh, ai or a_e?

18 Phase 6 Phonics: The Right Choice! Children are encouraged to carefully consider how the word looks with their chosen grapheme and to test how other graphemes look. caym caim came boi boy bowt boat bote Children are encouraged to make links to their reading whilst doing this. “How did the word look when you saw it in a book you have read?”

19 Phase 6 Phonics: The Right Choice! Helping to choose…

20 Phase 6 Phonics: Past Tense In Phase 6, children are taught to identify and use the past tense form of verbs. Before you teach children to spell the past tense forms of verbs, it is important that they have an understanding of the meaning of what a ‘tense’ is. Since many common verbs have irregular past tenses, it is not an easy thing to learn! e.g. go = went not goed, come = came not comed, say = said not sayed It is often easier to teach the concept of past tense separately from the spelling of past tense forms. Short oral games can be used for this purpose. For example, a puppet could say Today I am eating an egg – what did I eat yesterday? The response could be Yesterday you ate a sandwich, Yesterday you ate some jam. The puppet could say Today I am jumping on the bed. Where did I jump yesterday? and the response could be Yesterday you jumped in the water, etc.

21 Phase 6 Phonics: Suffixes In Phase 6, children are also taught to use suffixes (word endings). These can be: to show a change in tense ( e.g. by adding ‘ed’ to the end of a word to show a change in quantities (e.g. one puppy and two puppies) as well as for other reasons. Children are taught which letters they need to leave, which letters they need to remove and which letters they need to add. e.g. happy and happiness skate and skating bake and baking


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