Presentation on theme: "Phonics at Katherine Semar Infant School"— Presentation transcript:
1 Phonics at Katherine Semar Infant School Thursday 16th October 2014
2 Seven Areas of Learning in the Foundation Stage Personal, Socialand Emotional DevelopmentCommunication and LanguagePhysical DevelopmentMathematicsLiteracyExpressive Arts and DesignUnderstanding the World
3 Linking sounds and letters Six phase teaching programmePhase 1 - Nursery/ReceptionPhase 2 - ReceptionPhase 3 - ReceptionPhase 4 - ReceptionPhase 5 - Year 1Phase 6 - Year 2Children progress through these stages at their own pace – some take longer to get there! This is a continual process from Foundation through Key Stage 1 and beyond.
4 Phase 1: Exploring sounds instrumentalenvironmentalrhyme and alliteration
5 Phase 1: Developing early reading and writing skillsBefore your child is ready to read – they must have lots of talking opportunities.If they can’t say it, they won’t be able to write it - poor language skills will make reading and writing very difficult.
6 Phase 1: Activities to support this phaseTime for talk!In the car, in the bath, reading stories, at the dinner table - encourage your child to listen to others, share their opinion, describe what they can see.It is important that correct language is modelled and correct pronunciation of words – e.g, the not du or v.Time for rhymeRead and encourage your child to join in with nursery rhymes and poems.Play rhyming games – make up nonsense rhymes using your child’s name such as ‘Here comes Hattie, Pattie, Mattie’.
7 Phase 2: Exploring letters and corresponding sounds19 phonemes are taughtBlend phonemes and segment wordsRead ‘vc’ and ‘cvc’ wordsTricky words
8 Phase 2: Terminology Phoneme - sounds of letter Grapheme - ‘shape’ of a letterBlend - putting sounds together to makea word for readingeg. c-a-t catSegment - Pulling a word apart into it’s soundsfor writingeg. cat c-a-tVC and CVC -VC is vowel consonant words- CVC is consonant vowel consonantwords
9 Phase 3: Exploring letters 25 more phonemes are taught(most are letter combinations i.e two letters which make one sound –sh, th, ng)Read and spell ‘cvc’ wordsLetter names – alphabet songSpell tricky words
10 Phase 4: Consolidating knowledge 42 graphemes are knownConsolidate reading and spellingof tricky wordsConsonant clusters
11 Phase 2: How is it taught? Structure... Twice a day – letter sounds, blending, segmenting,tricky words, applying skills to real readingand writing contexts.Action and sound...Based on multi-sensory approachPronunciation...no ‘uh’ at the end - soft voice (p, s, m)
12 PronunciationVideos for all phonemes are on the School Website
13 Phase 2: Letter progression s – a – t – pi – n - m – dg – o – c – kck – e – u – rh – b – f - lA good phonic understanding is one of the key foundations of being a good reader and writer.
15 Phase 3: Blending and segmenting using phase 3 letter combinations s h i pf e e tc h u r c h
16 Phase 2: Tricky words the was said all are Words that you ‘just have to know’through on-sight recognitionSpot the words in books andin the environment.Wiggle fingers when youhear the word.Matching pairs gameDaily practisethewassaidallare
17 Helping your child at home............with reading Practise oral blending - use sound talk– its time forb – e – d, let’s put your shoes on your f – ee — t, shall wehave some bread and j – a – m?Sing nursery rhymes and play with rhyme – cat, fat, batI spy...emphasising the initial soundMake collections of things beginning with the same letterStretch out words slowly, helping your child to identifyeach sound in turn.Practise recognising tricky words.Discuss the pictures and language used in books to helpdevelop your child’s comprehension skills.
18 Helping your child at home............with writing Stretch out the word slowly, helping your child to identify each sound in turn.Use magnetic letters to make words. Sound them out to check.Practise letter formation – pencil and paper, white boards, in flour, foam, glitter!!Writing shopping listsMessages for people (post-its)Encourage your child to write the sounds they can hear in words. Accuracy in this is more important than accuracy of the word itself at this stage.I.e. They may write ‘it’ for ‘eat’ or ‘is’ for ‘ice’.
19 talk to youir child about phonics, and finally...talk to youir child about phonics,model speaking and listening and be enthusiasticabout their early attempts to read andwrite at every opportunity!