Download Phonics presentation for parents 2014

Bolshaw Primary School
Wednesday 11th November 2014
•
To help you understand more about what phonics is and how we
teach it at school
•
Not to scare you – handouts will be a reference for you with some
of the hard language involved with phonics
•
To understand what is expected at each Letters and Sounds phase
•
To give you practical ideas on games and activities you can be
playing at home with your children
•
For you to feel more confident in supporting us in teaching your
child to read letters, words, sentences and texts
In school, we follow the Letters and
Sounds programme, delivered through
Jolly Phonics.
Jolly Phonics is a scheme used
throughout EYFS and KS1 classes when
children are first introduced to phonics
When the children learn each sound,
they will learn an action to help them
remember it.
• An independent review of the teaching of early reading
• This included the role of synthetic phonics
Recommendations:
• Systematic approach - synthetic phonics
• Phonic work is essential for the development of writing,
especially spelling
• Children must be taught how reading and writing are related
Since the Rose Review, phonics has become a widely used
method of teaching children to read and decode words.
Sessions use a variety of different approaches to engage
children and ensure their individual learning styles have
been catered for.
Phonics is about learning letter sounds NOT the letter
names. Phonics is the relationship between letters and
sounds.
There are 44 sounds in the English Language that we learn
to put together to make words.
Terminology
Phoneme
Graphemes
Segmenting and blending
Digraph
Trigraph
Split vowel digraph
Phonemes and Graphemes
Phonemes are
Graphemes
Segmenting
Pulling the word apart – sounding out.
cat
c a t
Blending
Putting the sounds together to read
the word.
c at
When are the phases
usually taught?
Reception
Phases 1, 2 and 3
Year 1
Phases 4 and 5
Year 2
Phases 6
Phase 1
There are 7 aspects with 3 strands:
A1 – Environmental
A2 – Instrumental sounds
A3 – Body Percussion
A4 – Rhythm and rhyme
A5 – Alliteration
A6 – Voice sounds
A7 – Oral blending and segmenting.
Phase 2
 Is the start of systematic phonic work.
 Introduces the phoneme-grapheme
correspondence. To teach that words are
constructed from sounds (phonemes) and
that sounds are represented by letters
(graphemes.)
Phase 2 Phonemes and actions
s
a
t
p
i
n
m
d
g
o
c
k
ck
e
u
r
h
b
f
ff
l
ll
ss
Pronouncing the phonemes correctly is very important.
eg the letter s is pronounced sssss and not suh.
We all need to use the same language at home and at school.
s
a
t
p
i
n
sat it pat
tap pan nip
Phase 3
The children continue to segment
and blend words and begin to
learn digraphs and trigraphs
For example
Digraphs - ‘rain’, ‘deep’, and ‘chop’.
Trigraph – night, chair, dear
Digraphs and Trigraphs
Can you identify the digraphs
and trigraphs in these words?
beard
sound
blue
fairy
soil
night
Phase 3 phonemes and actions
j
v
w
y
z
zz
qu
ch
sh
th
ng
ai
ee
igh
oa
oo
oo
ar
or
ur
ow
oi
ear
air
ure
er
TRICKY WORDS
 Words that are not phonically decodable.
was, the, I.
 Some are ‘tricky’ to start with but will
become decodable once children have
learned the harder phonemes.
out, there.
Phase 4
This phase consolidates
all the children have
learnt in the previous
phases.
In 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.
trap string milk
Phase 5
Children will be taught new graphemes and alternative
pronunciations for these graphemes.
e.g the children will know that ai as in rain but will now
learn ay as in play.
 Split digraphs:
a_e, e_e, i_e, o_e, u_e
e.g. plane, home, nice
 Alternative pronunciations
ea in tea, head and break
Phoneme Spotter Story
How many alternative graphemes
can you find that make the same
phoneme?
A real treat
ee ea ey y e-e i ie
Year 1 Phonics Test
Pseudo words
Children are taught to read real
words and pseudo words (nonsense
words).
For example ‘hep’, ‘vel’,
‘sep’, ‘mear’ and ‘hain’.
Phase 6
During this phase, children will:
 Learn about long and short vowel sounds
 Learn about past and present tense
 Learn about rules for adding suffixes (word
endings)
 Develop strategies for spelling polysyllabic and
compound words. (e.g wonderful, internet,
snowman, playground)
Long and Short Vowel Sounds
a
i
o
e
u
Long and Short Vowel Sounds
a
o
i
e
u
It is important that children can distinguish
between long and short vowel sounds, so
that they can apply the rules when adding
suffixes and prefixes in Phase 6.
Adding ‘ed’
party
chimed
skip
climb
jump
Phase 6
The children will investigate the
rules for suffixes
-s
-er
-ful
-es
-ing
-est -y
-ly
-ment
-ed
-en
-ness
Phase 6
The children will also begin to
investigate how prefixes change
the meaning of words
unzip
disagree
What does a Phonics lesson look
like?
Revisit/review Practice phonemes learnt so
far.
Teach
Teach new phoneme air
Practice
Buried treasure
air, zair, fair, hair, lair, pair,
vair, sair, thair
Read captions:
The girl has long hair.
The boy had fun at the fair.
Apply
Mnemonics
A spelling strategy that the children enjoy is making
up mnemonics. For example:
People – people eat orange peel like elephants
Have you used a mnemonic to remember how
to spell a word? Can you think of one for the
word ‘because’?
How can you help at
home?
www.phonicsplay.co.uk
How can you help at
home?
www.ictgames.com
How can you help at
home?
Flash cards
Magnetic letters
Any questions