Presentation on theme: "AIMS To share how phonics and spelling is taught at Winklebury"— Presentation transcript:
1 Year R Phonics Workshop Thursday 22nd January 2015 Mrs Hunt and Miss Courtney
2 AIMS To share how phonics and spelling is taught at Winklebury To teach the basics of phonics and some useful phonics termsTo outline the different stages in phonic developmentTo show examples of activities and resources we use to teach phonics to help you support your child at home
3 Overview What is phonics? Why is the teaching of phonics so important? How is phonics taught?Learning the letter soundsBlending/SegmentingIdentifying sounds in wordsTricky words4.Spelling
4 What is phonics? What is phonics? Phonics is a way of teaching children to read quickly and skilfully. They are taught how to:recognise the sounds that each individual letter makes;identify the sounds that different combinations of letters make - such as ‘sh’ or ‘oo’;blend these sounds together from left to right to make a word. [Source: DfES]Knowledge of 44 phonemes and 140 graphemes.Skills of blending and segmenting.Phonics = Skills of reading and spelling + knowledge of the alphabet
11 Letters and Sounds(5 distinct phases)Support for Spellings
12 Phonics is taught primarily using ‘Letters and Sounds’ Letters and Sounds is a phonics resource published by the Department for Education and Skills in 2007.It aims to build children's speaking and listening skills in their own right as well as 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 for children starting by the age of five, with the aim of them becoming fluent readers by age seven.
14 ‘Pure Sounds’ Need to ensure that pure sounds are used at all times. Do not add an “uh” or “er” sound to the end of sounds such as ter, mer, perAre you using pure sounds when you help your child?Pure Sounds Clip
19 Blending for Reading c-a-t n-ee-d m-igh-t Using pure sounds/knowledge of digraphs and trigraphs children are taught to say the sounds and then blend them togetherc-a-tn-ee-dm-igh-t
20 Tricky Words Some words unfortunately have to be learnt by sight these are called‘Tricky words’saidbecause
21 Segmenting for Spelling This is the oppositeS-t-r-e-t-ch-i-ngthe word out and applying the corresponding grapheme (letter)
22 How is phonics taught in Year R? DailyFocused and independent activities.The group a child is in depends on their phonic ability and phase they are working on.
23 Segmenting for Spelling To split up a word into it’s individual phonemes in order to spell it –e.g. cat has 3 c-a-tship has 3 sh-i-pSay the wordRepeat using ‘sound talk’Identify the initial phoneme – the first sound we can hear at the start of the word?How are these represented – which letter/digraph?Repeat until word is completed
24 ‘Stretching’ for Spelling Children are encouraged to ‘stretch’ words out for spelling applying their knowledge of phonics from taught sessionsChildren are encouraged to be independent spellers so they have the confidence to write independently
25 Give children ownership - that way they will remember them! MnemonicsA common mnemonic for remembering tricky spellings is to create an easily remembered acronym. For example:‘said’Sam and I danceGive children ownership - that way they will remember them!
26 1. Introduction – Warm-up Alphabet, jolly phonics 2 1. Introduction – Warm-up Alphabet, jolly phonics 2. Revisit/Review Practise previously learned graphemes and tricky words3. TeachNew grapheme and tricky word(s)4. PractiseWords containing new grapheme5. ApplyRead or write sentences using new digraph/tricky words
28 AssessmentHalf-Termly - each child is assessed on the phase they have been learning. If they have achieved at least 90% of the phase, they will then be moved onto the next phase.The children’s assessment sheets will then follow them from year group to year group and later from infants to juniors so their progress is continually monitored.
29 HomeworkHelp your child use phonics to read unknown words that they come across in their reading books and encourage them to use their phonics independently.Continue to practise keywords everyday in the pink word books as the children need to recognise these words from sight memory.Discuss any tricky words you come across in your child’s reading book. Sometimes they just need to be told a word that cannot be sounded out.Practise writing words/sentences using phonics.