Presentation on theme: "Bolshaw Primary School"— Presentation transcript:
1 Bolshaw Primary School Fun with Phonics!Wednesday 11th November 2014
2 To understand what is expected at each Letters and Sounds phase To help you understand more about what phonics is and how we teach it at schoolNot to scare you – handouts will be a reference for you with some of the hard language involved with phonicsTo understand what is expected at each Letters and Sounds phaseTo give you practical ideas on games and activities you can be playing at home with your childrenFor you to feel more confident in supporting us in teaching your child to read letters, words, sentences and textsLetters and Sounds is a phonics resource published by the Department for Education and Skills which consists of six phases.2
3 In school, we follow the Letters and Sounds programme, delivered through Jolly Phonics. Jolly Phonics is a scheme usedthroughout EYFS and KS1 classes whenchildren are first introduced to phonicsWhen the children learn each sound,they will learn an action to help them remember it.Letters and Sounds is a phonics resource published by the Department for Education and Skills which consists of six phases.
4 An independent review of the teaching of early reading This included the role of synthetic phonicsRecommendations:Systematic approach - synthetic phonicsPhonic work is essential for the development of writing, especially spellingChildren must be taught how reading and writing are relatedLetters and Sounds is a phonics resource published by the Department for Education and Skills which consists of six phases.4
5 Since the Rose Review, phonics has become a widely used method of teaching children to read and decode words.Sessions use a variety of different approaches to engage children and ensure their individual learning styles have been catered for.Phonics is about learning letter sounds NOT the letter names. Phonics is the relationship between letters and sounds.There are 44 sounds in the English Language that we learn to put together to make words.Letters and Sounds is a phonics resource published by the Department for Education and Skills which consists of six phases.5
6 Terminology Phoneme Graphemes Segmenting and blending Digraph Trigraph GraphemesSegmenting and blendingDigraphTrigraphSplit vowel digraph
8 Pulling the word apart – sounding out. SegmentingPulling the word apart – sounding out.catc a t
9 Putting the sounds together to read the word. BlendingPutting the sounds together to read the word.atc
10 When are the phases usually taught? ReceptionPhases 1, 2 and 3Year 1Phases 4 and 5Year 2Phases 6
11 There are 7 aspects with 3 strands: Phase 1There are 7 aspects with 3 strands:A1 – EnvironmentalA2 – Instrumental soundsA3 – Body PercussionA4 – Rhythm and rhymeA5 – AlliterationA6 – Voice soundsA7 – Oral blending and segmenting.Discuss how this is usually not taught discretely but is included in the day.
12 Phase 2 Is the start of systematic phonic work. Introduces the phoneme-grapheme correspondence. To teach that words are constructed from sounds (phonemes) and that sounds are represented by letters (graphemes.)
13 Phase 2 Phonemes and actions gockckeurhbffflllssPronouncing the phonemes correctly is very important.eg the letter s is pronounced sssss and not suh.We all need to use the same language at home and at school.
15 Phase 3The children continue to segment and blend words and begin to learn digraphs and trigraphs For example Digraphs - ‘rain’, ‘deep’, and ‘chop’. Trigraph – night, chair, dear
16 Digraphs and Trigraphs Can you identify the digraphs and trigraphs in these words?soilbeardbluefairynightsound
17 Phase 3 phonemes and actions jvwyzzzquchshthngaieeighoaooarorurowoiearairureer
18 TRICKY WORDS Words that are not phonically decodable. was, the, I. Some are ‘tricky’ to start with but will become decodable once children have learned the harder phonemes.out, there.
19 Phase 4This phase consolidates all the children have learnt in the previous phases.
20 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.trap string milk
21 Phase 5Children will be taught new graphemes and alternative pronunciations for these graphemes.e.g the children will know that ai as in rain but will now learn ay as in play.Split digraphs:a_e, e_e, i_e, o_e, u_ee.g. plane, home, niceAlternative pronunciationsea in tea, head and break
22 Phoneme Spotter Story How many alternative graphemes can you find that make the same phoneme? A real treat ee ea ey y e-e i ie
24 Pseudo wordsChildren are taught to read real words and pseudo words (nonsense words). For example ‘hep’, ‘vel’, ‘sep’, ‘mear’ and ‘hain’.
25 Phase 6 During this phase, children will: Learn about long and short vowel soundsLearn about past and present tenseLearn about rules for adding suffixes (word endings)Develop strategies for spelling polysyllabic and compound words. (e.g wonderful, internet, snowman, playground)
27 Long and Short Vowel Sounds iouIt is important that children can distinguish between long and short vowel sounds, so that they can apply the rules when adding suffixes and prefixes in Phase 6.
28 Adding ‘ed’ Long vowel sound – add ed runpartychimedeatskipLong vowel sound – add edShort vowel sound immediately next to final consonant – double letter and add edShort sound not next to final consonant – add edEnds in e – drop the e and add edEnds in y – change to i and add edThere are many irregular past tense verbsclimbjump
29 The children will investigate the rules for suffixes Phase 6The children will investigate the rules for suffixes-s -es -ing ed-er -est -y en-ful -ly -ment -nessMiss Allen send rules home when chn work on each suffix
30 Phase 6The children will also begin to investigate how prefixes change the meaning of wordsunzip disagree30
31 What does a Phonics lesson look like? Revisit/reviewPractice phonemes learnt so far.TeachTeach new phoneme airPracticeBuried treasureair, zair, fair, hair, lair, pair, vair, sair, thairApplyRead captions:The girl has long hair.The boy had fun at the fair.
32 MnemonicsA spelling strategy that the children enjoy is making up mnemonics. For example: People – people eat orange peel like elephants Have you used a mnemonic to remember how to spell a word? Can you think of one for the word ‘because’?