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The Aim: To recap what phonics is and why it is important for your child Recap basic of concepts and terminology Focus on how we teach phonics at St Mary’s.

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Presentation on theme: "The Aim: To recap what phonics is and why it is important for your child Recap basic of concepts and terminology Focus on how we teach phonics at St Mary’s."— Presentation transcript:


2 The Aim: To recap what phonics is and why it is important for your child Recap basic of concepts and terminology Focus on how we teach phonics at St Mary’s through 6 phases How you can help your child at home

3 Why do we do phonics? Phonics is the foundation of the children being able to become successful readers and writers. The children need to be able to segment and blend different words to be able to read fluently and to be able to write in full sentences. Phonics feeds into all areas of the curriculum

4 26 Letters – 40+ Phonemes and Graphemes

5 Video’s Articulation of phonemes Training Videos

6 Phonic Concepts and Terminology Concept/TerminologyExplanation PhonemeThe smallest unit of sound in a word. E.G – Strap – 5 phonemes GraphemeThe letter or letters that represent a phoneme. DigraphTwo letters that make one sound – For example – sh, ch, th and ai, ee, oo Split DiagraphThe two letters are not adjeacent but they still make one sound For example - Make Pete Home Kite June TrigraphThree letters which make one sound For example – igh, air, ure, ear

7 Segmenting Segmenting is used for reading and writing Identifying the individual sounds in a spoken word (e.g. h-i-m) and writing down or manipulating letters or each sound to form the word ‘him’. Blending Recognising the letter sounds in a written word (used for reading) Segmenting them - For example c-u-p, Then pushing the sounds back together in the order in which they are written to pronounce the word ‘cup’.

8 How do we teach segmenting and blending In class we use a series of hand movements to segment and blend. The children start with their hands close together. As they segment their hands move outwards – like they are chopping up a word. When they are ready to blend they class as they push the sounds back together.

9 Now its your turn Lets have a go together as segmenting and blending theses words. Frog Ship Night Make

10 Phonic Principles Words sometimes wrongly identified as CVC. Bow, few, saw, her CVC Words – Consonant/Vowel/Consonant Examples – cat, dog, hit, run, man CCVC, CVCC, CCCVC and CCVCC words. b l a cks t r o ng c c v cc c c v c f e l tb l a n k c v c cc c v c c

11 How we teach phonics Short discrete session – Daily Interactive teaching Discrete phonic/spelling session (based on 20 minute session) Review – practise previously learned letters/spelling rules (3-5 mins) Teach – new grapheme/phoneme correspondence (5mins) – blending and segmenting – tricky words/HFW Practise – new phoneme/grapheme correspondences (5 mins) Apply – read or write captions (5 mins)

12 Phonics Phases We are following Government guidance with regards to 6 phases of phonics teaching. This six phase teaching programme focuses on high quality phonic work. The intention is to “…equip children who are 5 with the phonic knowledge and skills they need to become fluent readers by the age of 7.” By the end of Year Two children should have completed phase 6. Which phase the children should be working on is assessed by the teacher, and appropriate teaching is planned for. Below is information about the 6 phases, and the progression between them.

13 Phase 1 Children explore and experiment with sounds, differentiate between sounds and become familiar with rhyme, rhythm and alliteration (from birth to the end of Nursery) SEVEN ASPECTS – Environmental sound Instrumental sounds Body percussion Rhythm and rhyme Alliteration Voice sounds Oral blending and segmenting

14 Phase 2 To introduce grapheme/phoneme (letter/sound) correspondence (beginning of Reception) Children know that words are constructed from phonemes and that phonemes are represented by graphemes. They have a knowledge of a small selection of common consonants and vowels (which usually begin with s, a, t, p, i, n) and begin to put them together to read and spell CVC words.

15 To teach children one grapheme for each of the 44 phonemes in order to read and spell simple regular words. (Reception) Children link sounds to letters, naming and sounding the letters of the alphabet. They hear and say sounds in the order they occur in the word and read simple words by blending the phonemes from left to right. They recognise common digraphs (e.g. th) and read some high frequency words. Phase 3

16 Now its your turn I am going to show you sounds the children will learn in phase 3 and you will need to produce the action. Actions that accompany the sounds the children are learning helps them to remember and retain their phonetic sounds.

17 ch

18 sh

19 th

20 ng

21 ai a-e ay

22 ie igh i-e

23 oa oe o-e

24 Phase 4 To teach children to read and spell words containing adjacent consonants. (End of Reception) Phase 4 is revision and application of Phase 3 sounds. Children will be able to blend and segment adjacent consonants in words and apply this skill when reading and spelling. Children will move from CVC words (pot, sheep) to CVCC words (pots) and CCVC words (spot) and then CCVCC words (spots).

25 Phase 5 Teaching children to recognise and use alternative ways of pronouncing the graphemes and spelling the phonemes already taught. (Year One) Children will use alternative ways of pronouncing the graphemes (e.g. the ‘c’ in coat and city). Recognise an increasing number of high frequency words automatically. Knowledge and skills of phonics will be the prime approach to reading and spelling.

26 Now it is your turn On the small piece of paper how many different ways can you make the ee sound.

27 There are 8 ways! e = in the word me ee = in the word green ea = in the word heal ey = in the word key ie – in the word field ei – in the word ceiling y – in the word happy e-e – in the word theme

28 Phase 6 Teaching children to develop their skill and automaticity in reading and spelling, creating ever increasing capacity to attend to reading for meaning. (Year Two) Applying phonic knowledge to recognise and spell an increasing number of complex words. Read an increasing number of high and medium frequency words independently and automatically.

29 Let’s bring in the experts so you can see how it is done They will show you all the sounds and actions and how to segment and blend words !

30 High Frequency Words / Tricky Words The majority of high frequency words are phonically regular. These words can be segmented and blended for reading and writing. (jump, his, took) Some exceptions – for example was and said should be directly taught.

31 How do I know what phase my child is? You should have received a letter home from school explaining the phase your child is working at. It explains that sounds they are going to be learning, the words they need to be able to read and write and information about each phase. It may take some time for your child to work through this phase. Please do not expect them to complete it within a few weeks. As teachers we need to be secure in the understanding that each child can recognise all the phonemes and can apply their phonics to their reading and writing.

32 Phonics Screening During the summer term in Year 1 each child takes an individual phonics screening test. This tests their segmenting (breaking up the sounds) and blending skills (pushing the sounds back together). In the test there are a mixture of words they will see in their reading books and ‘alien’ words. These are not real words but are a group of phonemes pushed together to make up an invented word. For example – phush, shoig, herth The children will be taught how to read these words and the best strategies to use when taking the test.

33 How can you help you child at home? Read Phonics Resource Pack Websites App’s Games Make it fun!

34 Any Questions? Evaluation forms

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