Presentation on theme: "Phonics at Beecroft Academy."— Presentation transcript:
1 Phonics at Beecroft Academy. October 2014Miss JenkinsMrs. Willsher
2 Agenda Welcome and introduction Importance of oral work Phonics terminologyBlending and segmentingOverview of Letters and SoundsHow parents can help at home
3 Introduction.“it is generally accepted that it is harder to learn to read and write in English because the relationship between sounds and letters is more complex than in many other alphabetic languages”“it is crucial to teach phonic work systematically, regularly and explicitly because children are highly unlikely to work out this relationship for themselves”
4 knowledge of the alphabetic code skills of segmentation and blending phonics isknowledge of the alphabetic codeskills of segmentation and blending+Explanationa phoneme can be represented by one or more letterssh, th, eethe same phoneme can be represented/spelled in more than one wayrain, may, lakethe same spelling may represent more than one phonememean, deaf4
6 The ability to read and understand the words on the page. Two DimensionsThe ability to read and understand the words on the page.WORD RECOGNITION
7 LANGUAGE COMPREHENSION Two DimensionsThe ability to understand written and oral language.LANGUAGE COMPREHENSION
8 - - + + Good language comprehension, poor word recognition Good word recognition, good language comprehension-+Good word recognition, poor language comprehensionPoor word recognition, poor language comprehension-Language comprehension
9 Oral Language of crucial importance oral comprehension underpins reading development“Talk is the sea upon which all else floats” (James Britton, 1970)vocabulary developmentheavy influence of social factors
11 digraph sh ck th ll ai ee ar oy two letters, one sound a consonant digraph contains two consonantssh ck th lla vowel digraph contains at least one vowelai ee ar oy11
12 a digraph in which the two letters making the sound are not adjacent split digrapha digraph in which the two letters making the sound are not adjacent(e.g. make)12
13 three letters making one sound trigraphthree letters making one soundigh dge13
14 phonemes and graphemes phoneme – the smallest unit of sound in a word (44 phonemes in spoken English)grapheme – a letter or group of letters that represent a sounddigraph – a grapheme where two letters represent one soundtrigraph – a grapheme where three letters represent one soundsplit digraph – a digraph where the two letters are not adjacenttricky words- words which when sounded out do not follow the normal spelling patterns
15 Blending and Segmenting Children need to be able to:break down the spoken word into its letter sounds;remember the order of the letter sounds;remember the grapheme for each sound;blend the letter sounds together to check that the phonemes in the spoken word map on the sequence of letters in the printed word.15
16 c a t b ir d f i sh kn igh Phoneme Grapheme A sound in a word A letter or sequence of letters that represent a soundcatbirdfishknigh
20 Letters and Sounds Three Strands tuning into sounds(auditory discrimination)listening and remembering sounds(auditory memory and sequencing)talking about sounds(developing vocabulary and language comprehension)
21 Letters and Sounds Seven Aspects 1 – environmental sounds2 – instrumental sounds3 – body percussion4 – rhythm and rhyme5 – alliteration6 – voice sounds7 – oral blending and segmenting
22 REVISIT/ REVIEW TEACH PRACTICE APPLY The Teaching SequenceREVISIT/ REVIEW TEACH PRACTICE APPLYdaily discrete sessionapproximately 15/20 minutesmulti-sensoryactive
23 REVISIT/REVIEWPhase 2 example Recall a selection of previously taught GPCs. Read yesterday’s spelling words. Sing an alphabet song.
24 TEACHPhase 2 example Teach a new GPC. For example, introduce <u> on its own and then in words (sun, up, mum, nut). ‘Sky write’ the letter, saying the phoneme as you do so. Use a mnemonic to help the children remember.
25 PRACTISEPhase 2 example Play “what’s in the box?” Present a ‘treasure box’ with words written on ‘coin’ cards. Ask a child to choose a card and put it on the board. Blend and segment (in pairs).
26 APPLYPhase 2 example Provide sentences for the children to read using their new and existing knowledge.
27 Letters and Sounds Phonic Phases prompt start in YRup to 6 weeksGPCs – s, a, t, p, i, n, m, d, g, o, c, k, ck, e, u, r, h, b, f, ff, l, ll, ssmoving on from oral blending and segmenting to using lettersreading and spelling VC and CVC words‘tricky’ words: the, to, go, no, IPhase 2
28 Letters and Sounds Phonic Phases up to 12 weeks – YRGPCs – j, v, w, x, y, z, zz, qu, ch, sh, th, ng, ai, ee, igh, oa, oo, ar, or, ur, ow, oi, ear, air, ure, erreading and spelling CVC and two- syllable words‘tricky’ words: he, she, we, me, be, was, my, you, her, they, all, arePhase 3
29 Letters and Sounds Phonic Phases 4 to 6 weeksYR/Y1no new GPCsblend and segment words with adjacent consonants (e.g. went, frog, stand, jumps, shrink)‘tricky’ words: said, so, have, like, some, come, were, there, little, one, do, when, out, whatPhase 4
30 Letters and Sounds Phonic Phases throughout Y1GPCs: ay, ou, ie, ea, oy, ir, ue, aw, wh, ph, ew, oe, au, a-e, e-e, i-e, o-e, u-eknown graphemes for reading and common alternative pronunciations‘tricky’ words: oh, their, people, Mr, Mrs, looked, called, asked, water, where, who, again, though, through, work, mouse, many, laughed, because, different, any, eyes, friends, once, pleasePhase 5
31 Letters and Sounds Phonic Phases throughout Y2Support for Spellingincreasing independence and fluencyrarer GPCspolysyllabic words‘tricky’ words: as neededPhase 6
32 Ways to help at home Daily reading- signing diaries and comments, EYFS and KS1 have phonics home learningEncourage segmenting and blendingDon’t make it a battle – if they are tired share the book.See school web-site for video for examplesAsk your class teacher for support.See handout attached.