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Download Phonics Presentation - Kimpton C Of E Primary School
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To have an understanding of phonic subject knowledge Teaching phonics requires a technical skill in enunciation Phonemes should be articulated clearly and precisely Pronouncing phonemes Long continuous sounds: f l m n r s sh v th z Short sharp unvoiced sounds: c p t ch h The hardest to pronounce clearly! Try to keep them short… b d g w qu y phonics is skills of segmentation and blending + knowledge of the alphabetic code Phonics consists of: •Identifying sounds in spoken words •Recognising the common spellings of each phoneme •Blending phonemes into words for reading •Segmenting words into phonemes for spelling Phoneme A phoneme is the smallest unit of sound in a word Grapheme A grapheme is a letter or sequence of letters representing a phoneme t ai igh In English we use about 44 phonemes, represented by 26 letters. Phonemes (sounds) are represented by graphemes (letters) A grapheme may consist of one (t), two (kn) or more letters (igh). A phoneme can be represented/spelled in more than one way cat, kennel, choir. The same grapheme may represent more than one phoneme me, met. Letters: a b c d e f g h i j k l m n o p q r s t u v w x y z Some of the 140 (approx.) letter combinations illustrated within words: cat, look, would, put, peg, bread, cart, fast, pig, wanted, burn, first, term, heard, work, log, want, torn, door, warn, plug, love, haul, law, call, pain, day, gate, station, wooden, circus, sister, sweet, heat, thief, these, down, shout, tried, light, my, shine, mind, coin, boy, road, blow, bone, cold, stairs, bear, hare, moon, blue, grew, tune, fear, beer, here, baby, sun, mouse, city, science, dog, tap, field, photo, van, game, was, hat, where, judge, giant, barge, yes, cook, quick, mix, Chris, zebra, please, is, lamb, then, monkey, comb, thin, nut, knife, gnat, chip, watch, paper, ship, mission, chef, rabbit, wrong, treasure, ring, sink. Phonemes: /b/ /d/ /f/ /g/ /h/ /j/ /k/ /l/ /m/ /n/ /p/ /r/ /s/ /t/ /v/ /w/ /wh/ /qu/ /y/ /z/ /th/ /th/ /ch/ /sh/ /zh/ /ng/ /a/ /e/ /i/ /o/ /u/ /ae/ /ee/ /ie/ /oe/ /ue/ /oo/ /ar/ /ur/ /or/ /au/ /er/ /ow/ /oi/ /air/ /ear/ Blending: ◦ ◦ ◦ ◦ ◦ Recognising the letter-sounds in a written word, for example c-u-p, sh-ee-p and merging or synthesising them in the order in which they are written to pronounce the word ‘cup’, ‘sheep.’ Merging the individual phonemes together to pronounce a word. To read unfamiliar words a child must recognise (sound out) each grapheme, not each letter, then merge the phonemes together to make a word Oral blending: ◦ Hearing a series of spoken sounds (phonemes ◦ and merging them together to make ◦ a spoken word. No text is used. ◦ For example, When a teacher calls out ‘b-u-s’ or ‘c-r-ay-o-n, ◦ the children say ‘bus’ or ‘crayon.’ Segmenting: Identifying the individual sounds in a spoken word (eg h-i-m, s-t-or-k) and writing down or manipulating letters for each sound (phoneme) to form the word ‘him’. Hear and say the individual phonemes within words In order to spell, children need to segment a word into its component phonemes and choose a grapheme to represent each phoneme Digraph: Two letters which make one phoneme. A consonant digraph contains 2 consonants: sh ck th ll A vowel digraph contains at least one vowel: ai ee ar oy ll ss ff zz hill, mess, puff, fizz sh ch th wh ship, chat, thin, whip ng qu ck sing, quick Trigraph: Three letters, which make one phoneme. igh dge tch Split digraph: A digraph in which the two letters are not adjacent – e.g. make tie time tree these toe tone cue cube ?ae cave time made spike have come bride some shine time made spike have come bride some shine ‘k’ sound is preceded by a consonant eg. ‘nk’, ‘sk’ ‘ck’ is always preceded by a vowel duck sock neck lock rock tick kick peck rack sick clock shock 1 2 3 c b f kn a ir i igh t d sh t These words each have three phonemes (separate sounds). Each of these phonemes is represented by a grapheme. rain bright witch slaughter speed crayon slight toast broom foil speed crayon slight toast broom foil WORD bleed creed deed speed weed greed PHONEMES WORD PHONEMES bleed b l ee d creed c r ee d deed d ee d speed s p ee weed w ee d greed g r ee d d CVC refers to phonemes not letters! bow few saw her bow few saw her CVC words – clarifying some misunderstandings – which are nor CVC words? pig chick church car boy down curl wheel thorn for day dear head shirt pig chick church car boy down curl wheel thorn for day dear head shirt pig p i g church ch ur ch boy b oy curl c ur l thorn th or n day d ay head h ea d chick ch i ck car c ar down d ow n ee l wheel wh for f or dear d ear shirt sh ir t b l a ck m ccv c f ou n d cvcc s t r ea cccv c blank ccvcc Children need to be taught to blend and segment these phonemes within CCVC and CVCC words. Should not be teaching ‘sl’, ‘sm’, ‘sn’ etc as units of sound which need to be learned individually Takes far too long and does not improve children’s spelling and reading skills as quickly. The same phoneme can be represented in more than one way: burn first term heard work meat bread he bed bear hear cow low When high-frequency words that are as yet not decodable, children need to learn them as ‘tricky words’ Most of these are decodable, but they are often too complex in the early stages of learning phonics. It is therefore need to to learn these as ‘tricky words’. We teach 4 phases Phase 1 of Letters and Sounds concentrates on developing children's speaking and listening skills Phase 2: Letters and their sounds are introduced one at a time. Set 1: s, a, t, p Set 2: i, n, m, d Set 3: g, o, c, k Set 4: ck, e, u, r Set 5: h, b, f, ff, l, ll, ss By the time they reach Phase 3, children will be able to blend and segment words containing the 19 letters taught in Phase 2. Phase 3 introduces 25 new graphemes including digraphs. Set 6: j, v, w, x Set 7: y, z, zz, qu Consonant digraphs: ch, sh, th, ng Vowel digraphs: ai, ee, igh, oa, oo, ar, or, ur, ow, oi, ear, air, ure, er Phase 4, no new graphemes 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. A typical daily phonics lesson lasts about twenty minutes. It consists of a variety of activities including: Rhymes and songs Recognizing letters of the alphabet Writing letters in sand, shaving foam, paint, pencils, pens, rainbow writing, tracing, chalks, whiteboards Rubbing out letters on the interactive whiteboard Treasure hunts (finding objects with certain initial sounds) N,S,E,W (hearing a word and identifying the initial sound) Magnetic letters to make cvc words ICT programs / games Speed challenges Activities are set up in the classroom and outside providing continuous opportunities for the children to practise and consolidate their learning. How you can help at home Read to, and with your child Sing songs and rhymes Play ‘eye spy’ Look for letters at home and in the environment – letters on number plates, house names, street signs Treasure hunts – ‘ How many things can we find at home which begin with this sound?’ Magnetic letters Messy play – e.g write letters in rice or flour. Make the letter using cooked spaghetti, play dough Matching pairs games Sticky notes around the house Ask your child to help you write lists, labels etc Make it Fun Letters and Sounds Phase 5 covers wh and ph – Split digraph 'e' ay, ea, ie, oe, ew, ue, au, aw, ou, oy, ir, ey Alternative spellings of phonemes Read and spell fully decodable high frequency words on 100 list. A typical lesson On whiteboards revisit a tricky word spelling. Introduce new sound or spelling. Investigate through whole class game. Talk about patterns, rules Apply with quickwrite activity or reading and writing sentences. How you can help at home Ask your child what they have been learning about in phonics. See if you can find that sound or word when you are reading together. Encourage your child with words they may find difficult to spell – stick them on the fridge! Focus is Phase Six of Letters and Sounds. Booster groups for children who need extra support within the lower phases. Reading: Shift from learning to read to learning from reading. Importance of reading at a more fluent and quicker pace. Writing: Large focus on adding suffixes to base words – focus within the new end of KS1 Writing Standards. Looking at difference tenses and the rules that follow. High frequency words (common exception words) Assess Objective = adding –ing Follow the same format of teaching for each new rule introduce. Assess prior knowledge – children have to add – ing to words given to them on whiteboards (some children will have already established the ‘dropping of the e’ through reading. Teach – what have the children notice about adding –ing already? Dropping the e, doubling the consonant and just adding –ing. Practice – Phonics Play game, word cards on tables to adding –ing to, sentences that include different –ing rules. Apply - modelling to children through shared writing and a main focus with their extensive writing for that week. Teach Practice Apply How you can help at home? Reading for 10 minutes everyday. Common exception words – photocopies available on your table. Comprehension questions – question mats on your table. Flashcards of base words – what are the different suffixes we could add to this base word?
