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November 2013 Understand more about what phonics is and how we teach it at school To give you practical ideas on games and activities you can be playing.

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Presentation on theme: "November 2013 Understand more about what phonics is and how we teach it at school To give you practical ideas on games and activities you can be playing."— Presentation transcript:


2 November 2013

3 Understand more about what phonics is and how we teach it at school 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

4 Reception Covers Phases 1, 2 and 3 Year 1 Covers Phases 4 and 5 Year 2 Covers Phase 5 and 6

5 Phase One Aspects Environmental sounds Instrumental sounds Body percussion Rhythm and rhyme Alliteration Voice sounds Oral blending and segmenting

6 Environmental Sounds Listening walks (indoors and outdoors) Drumming outdoors Sound lotto Singing phonics

7 Instrumental Sounds Match the sound Which instrument? Music to story

8 Body Percussion Action songs Sounds made by different parts of body Pass the sound around the circle

9 Rhythm and Rhyme Silly soup game Nursery rhymes and songs Playing with words Repetitive stories

10 Alliteration Digging for treasure Same sound sentences

11 Voice Sounds Mouth movements Sound/picture lotto Voice change

12 Oral Blending and Segmenting Adult begins to model oral blending e.g. get your h-a-t I spy Sound talk across the river game

13 Phase One was designed to help children to: Listen attentively Enlarge vocabulary Speak confidently Discriminate phonemes Reproduce audibly the phonemes they hear

14 Phase 2 Is the start of systematic phonic work. Begins the understanding of grapheme- phoneme correspondence. Understand that words are constructed from phonemes and that phonemes are represented by graphemes.

15 satpinmdgo c kckeurhbfffl ll ss Phonemes A Phoneme is the smallest unit of sound in a word. 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.

16 Next steps … Children then begin to blend for reading. Starting with simple vc (vowel consonant) words e.g at, it, is Then to cvc (consonant vowel consonant) words e.g dog, cat, man

17 Blending Children recognise and say the letter sounds in a written word, for example: s-a-t by merging or ‘blending’ them in the order in which they are written to pronounce the word ‘sat’.

18 How many phonemes in each word? Segmenting Activity shelf sh - e-e- l-l- f 4 phonemes dress d-d- r-r- e-e-ss 4 phonemes sprin t s-s- p-p- r-r- i-i- n-n- t 6 phonemes string s-s- t-t- r-r- i-i- ng5 phonemes

19 Tricky Words Words that are not phonically decodable. e.g. was, the, I. Some are ‘tricky’ to start with but will become decodable once we have learned the harder phonemes. e.g. out, there.

20 Phase 2 Tricky Words During Phase 2 the following tricky words are introduced. the to I no go into

21 Phase 3 Completes the teaching of the alphabet and children move onto sounds represented by more than 1 letter. DIGRAPHS – 2 letters that make 1 sound ll ss zz oa ai TRIGRAPHS – 3 letters that make 1 sound igh air

22 Phase 3 Phonemes jvwy z zzquchshth ng aieeighoa oo arorurow oi earairureer

23 During Phase 3 the following tricky words are introduced. Phase 3 Tricky Words he she we me be was you they all are my her

24 Play lots of sound and listening games with your child. For example… I spy. Make duplicate sounds and play pairs… matching games. Stick sounds on items that start with that letter sound. At home, on car journeys, outings ask children to find as many things they can that start with a sound chosen. Let them hear sounds… sound talk to them. “Fetch me your c-oa-t”! Read as much as possible to and with your child. Encourage and praise – get them to have a ‘good guess’. Make it fun and in short, sharp bursts!

25 Phase 4 In Phase 4, no new phonemes 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, such as trap, string and milk. Phase 4 is started at the beginning of Year 1, but may be covered at the end of Reception and recapped at the start of Y1.

26 Phase 4 Tricky Words During Phase 4 the following tricky words are introduced. said have like so do some come were there little one when out what

27 Phase 5 In Phase Five, children will learn more graphemes and phonemes. For example, they already know ai as in rain, but now they will be introduced to ay as in day and a-e as in make. Alternative pronunciations for graphemes will also be introduced, e.g. ea in tea, head and break. Phase 5 is a long unit, taught throughout Year 1 and at the beginning of Year 2.

28 Phase 5 Tricky Words During Phase 5 the following tricky words are introduced. oh their people Mr Mrs looked called asked could

29 Game Ideas Shooting Stars Pick sounds you are working on or have worked on. Write the graphemes on cards and give out. Sit in a circle, call out words and if the child has the grapheme that matches the phomeme in the word they must come and sit in the chair.

30 Countdown Have a focus phoneme. Give children a selection of sounds. Give the children one minute to make as many words as they can. sgntairhpe

31 Word Sort Games y for ‘ee’y for ‘igh’y for ‘y’y for ‘i’ plenty family puppy simply my why satisfy yes yet synthetic

32 The Name Game CountryFruitBoy’s nameGirl’s name WalesGrapeJamesJane Have a focus phoneme. Ask the children to find words containing the phoneme that fit into the category. Gain one point for every name they spell correctly.

33 Phase 6 At this point children are now reading to learn and reading for pleasure. They become fluent readers and increasingly accurate spellers. Children are introduced to the adding of suffixes eg ing, ed, er, est, ly. Children are encouraged to develop strategies for learning spellings eg base words, breaking words into syllables, mnemonics and analogy (to learn a word use a word that is already learnt). Children will learn to read and spell the next 200 high frequency words.

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