Presentation is loading. Please wait.

Presentation is loading. Please wait.

Phonics Miss Turner & Miss Clarke. 2 Aims of the Session To : Support parents/ carers in developing a good understanding of phonic principles examine.

Similar presentations


Presentation on theme: "Phonics Miss Turner & Miss Clarke. 2 Aims of the Session To : Support parents/ carers in developing a good understanding of phonic principles examine."— Presentation transcript:

1 Phonics Miss Turner & Miss Clarke

2 2 Aims of the Session To : Support parents/ carers in developing a good understanding of phonic principles examine the 6 phases of phonic development; Provide appropriate resources.

3 High Quality Phonics Brisk pace of learning Systematic Active and fun Multi-sensory Progress is monitored carefully Time limited – By end of Y1 children will be secure at phase 5! 3

4 4 Enunciation Phonemes should be articulated clearly and precisely – pure sounds No ‘er’ c-a-t

5 5 Phonic terminology: some definitions A phoneme is the smallest unit of sound in a word A grapheme is the letter, or letters, representing a phoneme a-e ai ay Terminology sheet

6 6 Blending Blending is recognising the letter sounds in a written word i.e. c-u-p and merging them in the order in which they are written to pronounce the word ‘cup’

7 7 Segmenting Segmenting is identifying the individual sounds in a spoken word (e.g. ‘him’ = h – i - m) and writing down letters for each sound to form the word.

8 8 Digraph Two letters, making one sound A consonant digraph contains two consonants shckthll A vowel digraph contains at least one vowel ai ee ar oy

9 9 Trigraph Three letters making one sound light hair ear

10 10 Split digraph A digraph in which the two letters making the sound are not adjacent

11 11 Synthetic phonics For reading: phonemes [sounds] associated with particular graphemes [letters] are pronounced in isolation and blended together (synthesised). For writing: Words are segmented into phonemes orally, and a grapheme written to represent each phoneme.

12 12 Phase One- From Birth In developing their phonological awareness children will improve their ability to distinguish between sounds and to speak clearly and audibly with confidence and control.

13 13 Enjoy listening to noises Environmental Instrumental Speech sound discrimination Making sounds with their own voices

14 14 Phase One Outcomes Explore and experiment with sounds and words Listen attentively Show a growing awareness and appreciation of rhyme, rhythm and alliteration Speak clearly and audibly with confidence and control Distinguish between different sounds in words Develop awareness of the differences between phonemes

15 15 Phase Two To introduce grapheme-phoneme (letter-sound) correspondences sat pin mdg ock ckeu rhb f, ffl, llss

16 16 Phase Two Outcomes Children know that words are constructed from phonemes and that phonemes are represented by graphemes They have knowledge of a small selection of common consonants and vowels. They blend them together in reading simple CVC words and segment them to support spelling.

17 17 Phonics Lesson Revisit and Review Teach Practise Apply

18 18 Phase Three To teach children one grapheme for each of the 44 phonemes in order to read and spell simple regular words. jvwxyzqu chshthngaieeigh oaooarorurowoi earairureer

19 19 Phase Three s u n r ai n

20 20 Phase Three Outcomes Children link sounds to letters, naming and sounding the letters of the alphabet. They hear and say sounds in the order in which they occur in the word, They read simple words by sounding out and blending the phonemes all through the word from left to right. They recognise common digraphs and read some high frequency words.

21 21 Phase Four To teach children to read and spell words containing adjacent consonants. dog, black, flat, strip, chest

22 22 Phase Four Activities Phoneme frames – to spell words Sound buttons –blending Yes/ No sentences Quickwrite for spelling

23 23 Phase Four Outcomes Children are able to blend and segment adjacent consonants in words They apply this skill when reading unfamiliar texts and in spelling.

24 24 Phase Five Teaching children to recognise and use alternative ways of pronouncing the graphemes and spelling the phonemes already taught.

25 25 Same letters, different sounds mean bread read

26 26 Same sound, different letters may makemake pain

27 27 A Real Treat Tom was very happy. It was the weekend and he was off to the beach with his mum and dad, his puppy and baby Pete. ‘Help me pack the green bag,’ said mum. ‘We need sun cream and lots to eat.’ Tom got into his seat in the back of the car and the puppy got on his knee. Pete held his toy sheep. Off they went. Beep! Beep! At the end of the street there was a big truck. It had lost a wheel. ‘Oh, no,’ said Tom. ‘We’ll be here for a week!’ Dad went to speak to the driver to see if he could help.

28 28 A Real Treat – Phoneme spotters Tom was very happy. It was the weekend and he was off to the beach with his mum and dad, his puppy and baby Pete. ‘Help me pack the green bag,’ said mum. ‘We need sun cream and lots to eat.’ Tom got into his seat in the back of the car and the puppy got on his knee. Pete held his toy sheep. Off they went. Beep! Beep! At the end of the street there was a big truck. It had lost a wheel. ‘Oh, no,’ said Tom. ‘We’ll be here for a week!’ Dad went to speak to the driver to see if he could help.

29 29 Phase Five Outcomes Children will: use alternative ways of pronouncing the graphemes and spelling the phonemes corresponding to long vowel phonemes. identify the constituent parts of two-syllable and three-syllable words and be able to read and spell phonically decodable two-syllable and three-syllable words. recognise an increasing number of high frequency words automatically. apply phonic knowledge and skills as the prime approach in reading and spelling when the words are unfamiliar and not completely decodable.

30 30 Phase Six Teaching children to develop their skill and automaticity in reading and spelling, creating ever-increasing capacity to attend to reading for meaning. Prefixes Suffixes Plurals Past tense

31 31 Phase Six Outcomes Children will: Apply their phonics skills and knowledge to recognise and spell an increasing number of complex words. Read an increasing number of high and medium frequency words independently and automatically.

32 Expected Progress Secure at Phase 4 by end of Reception Secure at Phase 5 by the end of year 1 Support for Spelling programme starts in Year 2 –Phase 6 completed by end of year 2 32

33 Pseudo words 33

34 Learning Environment 34

35 35 Questions


Download ppt "Phonics Miss Turner & Miss Clarke. 2 Aims of the Session To : Support parents/ carers in developing a good understanding of phonic principles examine."

Similar presentations


Ads by Google