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Download High Frequency and Tricky Words - Little Plumstead CofE Primary
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An introduction to Phonics and how you can make a difference! By Miss Clarkson and Mrs Radford First of all, thank you all for coming. By the end of this evening, we are hoping that you will have a clearer understanding of how your children are learning to read and write through the teaching of phonics. We will be covering: The correct enunciation of the sounds The different phases that are taught Games that we play (robot arms!!) Ideas for how you can support your child at home. ΦΟ∐ ∐ ⊳Ο ∇Ϩ⩊ 𝛻∿ ⊍ ⋁ЅϨ ⩀ џΦ⊳⊳Φ Was anyone able to break the code? We’ve been a little mean. In actual fact, there was no code! When your child first starts to read, this is what print looks like to them. Through phonics, we teach children the skills that they need to break the code of reading and writing. Knowledge of the alphabetic code Skills of segmentation and blending Phonics is a way of teaching reading, writing and spelling based around hearing and identifying letter sounds and matching them to letters or letter patterns. Some of the language that we use include phoneme, grapheme, digraph, trigraph, blending, segmenting, sound buttons, phoneme frames, and tricky words. A phoneme is a posh word that we use for a sound. The phonemes are the spoken sounds that you can hear within a word. It is really important that the children are using their phonemes for reading and writing and not the letter names. e.g. there are three phonemes in the word cat c–a–t A grapheme is the letter or sequence of letters that represent the phoneme (sound). Sometimes a phoneme can be represented in more than one way. For example reading or writing the sound for ai could be shown using these graphemes ai rain ay day a_e cake A digraph is a sound that is made up of two letters e.g. sh as in ship ch as in chop or as in thorn A trigraph is a sound that is made of three letters e.g. igh as in night ear as in beard In recent years the way that we say some of the sounds has changed. Some of you may remember the days when the letter ‘m’ was pronounced ‘muh’. Research has shown, however, that this impacts children’s writing and spelling. When children tried to write the word ‘mat’ they wrote ‘muatu’. This is because they heard the ‘uh’ sound at the end. Time to sit back and relax for a minute whilst you see a demonstration of how the phonemes are said. Enunciation of Phonemes Video Long continuous sounds: f l m r s sh v th Short sharp unvoiced sounds: c n p t ch h The hardest to pronounce clearly! Try to keep them short… b d g w qu y z At Little Plumstead Primary School we use the government advised programme Letters and Sounds to teach phonics. Letters and Sounds is divided into six phases, with each phase building on the skills and knowledge of previous learning. Children have time to practise and rapidly expand their ability to read and spell words. They are also taught to read and spell ‘tricky words’, which are words with spellings that are unusual. During Phase One practitioners plan activities that will help children to listen attentively to sounds around them, such as the sounds of their toys and to sounds in spoken language. Phase One begins in nursery and continues throughout the six phases. Environmental sounds • Instrumental sounds • Body percussion • Rhythm and Rhyme • Alliteration • Voice sounds • Oral blending and segmenting – this is one of the most important skills involved in reading and writing. Phonemes are taught in this order s a t p i n m d g o c k ck e u r h b f ff l ll ss… Why do we teach the sounds in this order and not in the order of the alphabet? Activity time! Try to make as many vc and cvc words as you can using these sounds: a b c d e f g h Not easy is it?! Now try the same activity using these sounds: s a t p i n m d Using just these 8 phonemes they can read and write the following words: at it is sit sat pit pip sip tip sat an in nip pan pin tan nap tin pat am man mat map Pam Tim Sam tap dad sad dim din did Sid and dip Once you teach the next set of phonemes (and after just three weeks) they should be able to read and write the following additional words: (+g) tag gag gig gap nag sag gas pig dig (+o) got on not pot top dog pop God Mog (+c) can cot cop cap cat cod (+k) kid kit Kim Ken Time to join in…participation is compulsory…your children will love that you know how to do this! It will also help you both when it comes to them spelling words. hat bin fun ship chip goat nest jump What we have just been doing is something called ‘segmenting’. This means that we broke down each of the words into their phonemes. This helps your child when they are trying to write the words they need. There are exception to the rules! There are 300 high frequency (common) words that recur frequently in much of the written material young children read and that they need when they write. High frequency words have often been regarded in the past as needing to be taught as sight words – to be learnt as visual wholes. The vast majority of these words are, however, decodable once letter sounds have been taught. In order to read simple sentences, it is necessary for children to know some words that have unusual or untaught spellings. These are known as ‘tricky’ words and need to be learned by heart. It should be noted that, when teaching these words, it is important to always start with sounds already known in the word, then focus on the 'tricky' part. So why learn them if they are not decodable? Research has shows that learning just 13 of the most frequently used words will enable children to read 25% of any text. Learning 100 high frequency words gives a beginner reader access to 50% of virtually any text, whether a children's book or a newspaper report. When you couple sight recognition of common and tricky words with knowledge of phonics, that's when a child's reading can really take off… Phase 2 Decodable words a an as at if in is it of off on can dad had back and get big him his not got up mum but put Tricky words the to I no go into In order to ensure that the children are decoding using their phonics knowledge we introduce nonsense words early on. The children take part in a Government ‘Phonics Check’ at the end of Year One. This checks their decoding abilities when reading real and nonsense words. Children who do not pass at the end of Year One retake the check in Year Two. Letter progression and graphemes continued Set 6: j v w x Set 7: y z zz qu We then start teaching the digraphs and trigraphs Set 8: ch sh th ng Teach: ai ee igh oa oo ar or ur ow oi ear air ure er One of the games that we teach the children during phase 3 is called Dots and Dashes. When we teach reading during the phonics lesson the children are encouraged to underline the phonemes then blend them together. speed crayon slight toast broom foil Congratulations! You now know how to blend the phonemes together to read words. This is our main strategy when supporting reading. We tell the children to read the sounds in the order that they appear rather than by looking for words within words (like we were taught). When your child reads with you at home, please encourage them to do this in the same way. Another game we play during phase 3 is called phoneme frames. The children are encouraged to segment the words (remember your robot arms!) and place them into the correct boxes for writing. It’s activity time again! Word Phonemes l bleed b creed deed speed weed greed ee d Word bleed night train dream sport shout Phonemes b n t d s sh l igh r r p ou ee t ai ea or t d n m t Phase 3 Decodable words will see that for this now then down them look with too Tricky words you he they she all we are me my be her was 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, such as trap, string and milk. Phase Four is continued throughout reception. Decodable words went it’s from children just help Phase 4 Tricky words said some they what said some they so come all my so come all she were are her she were are In Phase Five, children will learn more graphemes and phonemes. For example, they already know ai as in rain, but now they will be introduced to ay as in day and a-e as in make. Children enter into Phase Five at the end of the Reception year and continues throughout Year One. With the introduction of the New National Curriculum in September 2014, there has been a raised expectation of what the children should achieve by the end of Year One. Phase 5 Note that some of the words that were tricky in earlier phases become fully decodable in Phase 5 Decodable words don’t day about oh old made very I’m came your by Tricky Words their once called asked friends water where laughed make work mouse many time here any eyes again house saw people Mr who At the start of Phase Six of Letters and Sounds, children will have already learnt the most frequently occurring grapheme–phoneme correspondences (GPCs) in the English language. They will be able to read many familiar words automatically. When they come across unfamiliar words they will in many cases be able to decode them quickly and quietly using their well-developed sounding and blending skills. With more complex unfamiliar words they will often be able to decode them by sounding them out. At this stage children should be able to spell words phonetically although not always correctly. In Phase Six the main aim is for children to become more fluent readers and more accurate spellers by introducing spelling strategies and grammar. Phase Six starts in Year One and continues throughout Year Two and constant reference is made to it throughout the rest of Primary School. There is now a Year Six Spelling, Punctuation and Grammar test. That’s a minimum of three years worth of phonics teaching summed up in one short evening! There are goody bags full of further information and reading on the tables. Please take them home and look through at your leisure. If you have any questions then please feel free to catch Miss Clarkson or Mrs Radford at any point. Thank you all for coming!
