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AIMS To share how phonics and spelling is taught at Winklebury

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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 terms To outline the different stages in phonic development To 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 sounds Blending/Segmenting Identifying sounds in words Tricky words 4.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

5 Just how difficult is it?
Ready to have a go?

6 What does this say? ‘Ghoti’

7 ‘Fish’ Did you get it right?

8 GH – ‘f’ as in enough O – ‘i’ as in women
TI – ‘sh’ as in station

9 Making the ‘I’ sound in a word
Light - by - pie - find side

10 So how do we teach it?

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.

13 Jolly Phonics Programme

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, per Are you using pure sounds when you help your child? Pure Sounds Clip

15 Learning the letter sounds

16 Digraphs (2 letters making 1 sound)
Beware: Adjacent consonants are not digraphs – they have two distinct sounds S-t-a-m-p not st-a-m-p

17 Trigraphs (3 letters making 1 sound)
igh air ure ear

18 Sound buttons r i ng ch i ck _ _ _ n igh t _

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 together c-a-t n-ee-d m-igh-t

20 Tricky Words Some words unfortunately have to be learnt by sight
these are called ‘Tricky words’ said because

21 Segmenting for Spelling
This is the opposite S-t-r-e-t-ch-i-ng the word out and applying the corresponding grapheme (letter)

22 How is phonics taught in Year R?
Daily Focused 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-t ship has 3 sh-i-p Say the word Repeat 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 sessions Children are encouraged to be independent spellers so they have the confidence to write independently

25 Give children ownership - that way they will remember them!
Mnemonics A common mnemonic for remembering tricky spellings is to create an easily remembered acronym. For example: ‘said’ Sam and I dance Give 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 words 3. Teach New grapheme and tricky word(s) 4. Practise Words containing new grapheme 5. Apply Read or write sentences using new digraph/tricky words

27 Now it’s your turn!

28 Assessment Half-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 Homework Help 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.

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