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Phonics in the Foundation Stage What does Phonics in simple terms mean Skills of joining (blending) and separating (segmenting ) sounds in words + The.

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Presentation on theme: "Phonics in the Foundation Stage What does Phonics in simple terms mean Skills of joining (blending) and separating (segmenting ) sounds in words + The."— Presentation transcript:

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2 Phonics in the Foundation Stage

3 What does Phonics in simple terms mean Skills of joining (blending) and separating (segmenting ) sounds in words + The knowledge of the alphabetic code

4  What does phonological awareness mean

5 Phonological Awareness is awareness of  Sounds around us  Rhymes, alliteration  Phonemes  Syllable awareness  Blending and segmenting phonemes in words  Manipulation of sounds in words

6 What is ‘Letters and Sounds’ document  Developed to build children's speaking and listening skills and to prepare children for learning to read by developing their phonic knowledge and skills. It sets out a detailed and systematic programme for teaching phonic skills starting from Nursery with the aim of them becoming fluent readers by age seven( year 2).  Letters and sounds is a Six Phase program starting from foundation stage to end of key stage one to develop children's Phonological awareness and direct correspondence between letters and the sounds they make.  Pack consists of materials designed to assist practitioners and teachers in promoting speaking and listening skills, so that, by the end of Key Stage 1, children have developed fluent word reading skills and have a good foundation in spelling  Phase 1 – Beginning of Phase 2 ( Nursery)  Phase 2,3,4 (Reception)  Phase 4-5 (Year 1)  Phase 6- ( Year 2)

7 Phase 1 aims  To hear and recognise, differentiate and sounds in the environment, sounds made by body, mouth and musical instruments  To show awareness of rhyme and alliteration.  Exploring sounds in words  Orally blend and segment words  Phonemes

8 Phonics: Key concepts and skills Concept 1 :What is a syllable?  A syllable is the sound of a vowel (a, e, i, o, u) that's created when pronouncing a word.  Vowels break the sound in words.

9 Exercise  Count how many syllables in these words  Cake  1 syllable  Eat –  1 syllable  Cheese –  1 syllable  Eating –  2 syllables (eat - ing)  chicken – 2 syllables (chick - en) Fatimah 3 syllables (fa-ti-mah

10 Concept 2 What is a phoneme?  The smallest unit of sound in a word is called a phoneme  There are 26 alphabets and 44 phonemes in English language !!

11 Activity : How many phonemes sounds) in this word?  Pen /p//e//n/

12 Dog /d/ /o/ /g/

13  Hip  /h/ /i/ /p/

14  Ship  /sh/ /i/ /p/

15  Concept 3 :What is a Grapheme ?  The letters that represent phonemes are called graphemes. Egg d-/d/,n-/n/  A. Graphemes can be made up from  1 letter e.g. p,  2 letters e.g. sh- diagraph  3 letters e.g. tch - trigraph.

16 Underline how many Graphemes, Digraphs and Trigraphs in these words  Print  Duck  Thumb  Thing  shack

17 Did you get that right?  Print- p-r-i-n-t 5  Duck d-u-ck 3  Cow c-ow 2  Thumb th-u-m-b 4  Chang ch-a-ng 3  Shack sh-a-ck 3

18  Phoneme is what you hear  Grapheme is what you see

19 Key skills Key skill 1 –  Oral blending  This involves hearing phonemes and being able to merge them together to make a word. Children need to develop this skill before they will be able to blend written words  Blending  This involves looking at a written word, looking at each grapheme and using knowledge of GPCs to work out which phoneme each grapheme represents and then merging these phonemes together to make a word. This is the basis of reading. Key skill 2 –  Oral Segmenting  This is the act hearing a whole word and then splitting it up into the phonemes that make it. Children need to develop this skill before they will be able to segment words to spell them.  Segmenting This involves hearing a word, splitting it up into the phonemes that make it, using knowledge of GPCs to work out which graphemes represent those phonemes and then writing those graphemes down in the right order. This is the basis of spelling

20 The alphabet and alphabetic code  FbdAENiRyI FbdAENiRyI.

21 Articulation of sounds  B2KwGA B2KwGA

22 The 44 phonemes /b//d//f//g//h//j//ck//l//m//n//ng/ /p//r//s//t//v//w//y//z//th/ /ch/ /sh//zh//a//e//i//o//u//ae / /ee / /ie//oe / /ue / /oo / /ar / /ur / /au / /er / /o w/ /oi / /air / /ear / /ure /

23 The alphabetic code

24 The complexities of the English Alphabetic Code include  - One sound can be represented by in different ways using1,2,3 or 4 letters e.g. sound /o/- or, saw,watch,salt,law  - One spelling can represent multiple sounds: e.g. crowd, low, arrow, own, sow, know, acknowledge

25 Exercise  Read the words below and discuss how many sounds do these letters ‘cc’ represent.  Soccer Cappuccino  flaccid  Occur Soccer, Occur -/ck/ Cappuccino /ch/ Flaccid /s/

26 Count how many phonemes in these each of these words using the alphabetic code?  Bleed  Flop  Cow  Jumper  Night  boat

27 Did you get it right  Bleed = b-l-ee-d =4  Flop = f-l-o-p =4  Cow = c-ow =2  Jumper =j-u-m-p-er =5  Night =n-igh-t =3  Boat =b-oa-t =3

28 Activity  Count how many phonemes in each of these words.  shelf  dress  sprint  string

29 Did you get it right?  shelf = sh – e – l – f = 4  dress = d - r - e – ss = 4  sprint = s – p – r – i – n – t = 6  string = s – t – r – i – ng = 5

30 Jolly phonics actions video  KSfpBLvYj4&feature=related KSfpBLvYj4&feature=related  Jolly phonics songs z82FBYiug&feature=related z82FBYiug&feature=related

31 Teaching of Initial Sounds  At Carpet (not more than 8-10 mins)

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56 Teaching of initial sounds  1 flash cards  Talking partners  2 multisensory approach 1g 1g  Activity  Can you think of a fun way to introduce an initial sound. Groups of 5

57 Blending and segmenting  pei0o-_cFc&feature=related

58 Phonics teaching with visual aids  0Ip6_VKVJ8&feature=related

59 Plan of action  Develop a phonic rich environment.  Discreet session of phonics teaching everyday.  Phase 1 through out the year + Introduce 1-2 letters a week  Repetition at every opportunity,building in routines e.g. register, fruit and snack, general conversation.  Literacy in areas of curriculum.

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