Presentation on theme: "Wednesday 11 th November 2014 Bolshaw Primary School."— Presentation transcript:
Wednesday 11 th November 2014 Bolshaw Primary School
To help you understand more about what phonics is and how we teach it at school Not to scare you – handouts will be a reference for you with some of the hard language involved with phonics To understand what is expected at each Letters and Sounds phase To give you practical ideas on games and activities you can be playing at home with your children For you to feel more confident in supporting us in teaching your child to read letters, words, sentences and texts
In school, we follow the Letters and Sounds programme, delivered through Jolly Phonics. Jolly Phonics is a scheme used throughout EYFS and KS1 classes when children are first introduced to phonics When the children learn each sound, they will learn an action to help them remember it.
An independent review of the teaching of early reading This included the role of synthetic phonics Recommendations: Systematic approach - synthetic phonics Phonic work is essential for the development of writing, especially spelling Children must be taught how reading and writing are related
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.
Segmenting Pulling the word apart – sounding out. cat
Blending Putting the sounds together to read the word. c at
Phases 4 and 5 Reception Phases 1, 2 and 3 Year 1 Year 2 Phases 6 When are the phases usually taught?
Phase 1 There are 7 aspects with 3 strands: A1 – Environmental A2 – Instrumental sounds A3 – Body Percussion A4 – Rhythm and rhyme A5 – Alliteration A6 – Voice sounds A7 – Oral blending and segmenting.
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.) Phase 2
satpinmdgo c kckeurhbfffl ll ss Phase 2 Phonemes and actions Pronouncing 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.
satpin sat it pat tap pan nip
Phase 3 The 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
Digraphs and Trigraphs Can you identify the digraphs and trigraphs in these words? beardblue fairy night sound soil
Phase 3 phonemes and actions jvwyzzzquchshth ng aieeighoaoo arorurow oi earairureer
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.
Phase 4 This phase consolidates all the children have learnt in the previous phases.
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
Phase 5 Children 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_e e.g. plane, home, nice Alternative pronunciations ea in tea, head and break
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
Year 1 Phonics Test
Pseudo words Children are taught to read real words and pseudo words (nonsense words). For example ‘hep’, ‘vel’, ‘sep’, ‘mear’ and ‘hain’.
Phase 6 During this phase, children will: Learn about long and short vowel sounds Learn about past and present tense Learn about rules for adding suffixes (word endings) Develop strategies for spelling polysyllabic and compound words. (e.g wonderful, internet, snowman, playground)
Long and Short Vowel Sounds a e i o u
a e i ou It 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.
Adding ‘ed’ jump party chim skip climb ed
Phase 6 The children will investigate the rules for suffixes -s -es -ing -ed -er -est -y -en -ful -ly -ment -ness
Phase 6 The children will also begin to investigate how prefixes change the meaning of words unzip disagree
What does a Phonics lesson look like? Revisit/reviewPractice phonemes learnt so far. TeachTeach new phoneme air PracticeBuried treasure air, zair, fair, hair, lair, pair, vair, sair, thair ApplyRead captions: The girl has long hair. The boy had fun at the fair.
Mnemonics A 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’?
How can you help at home?
How can you help at home?
How can you help at home? Phoneme frame Flash cards Magnetic letters