Download requirement that reception - Jeavons Wood Primary School

Phonics
http://www.bing.com/videos/search?q=jolly+phonics+songs&
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The way that spelling and
reading is taught in schools
has changed recently as a
result of the Jim Rose report.
It is now a requirement that reception
children are taught 20 minutes of letters
and sounds per day.
Letters and Sounds
• Daily
• 20 minutes high quality phonics provision.
• Multisensory approach
4 phase approach:
• revisit and review,
• teach,
• practise
• apply
Some Definitions
A Phoneme- This is the smallest unit of sound in
a word.
How many phonemes can you hear in cat?
Phonics skills:
• Blending phonemes into words for reading.
• Segmenting words into phonemes for spelling.
Blending (for reading)
Recognising the individual letter
sounds (phonemes) in a
written word e.g m-u-g, sh-ee-p.
Merging them into the correct order
to pronounce the word mug and
http://www.kenttrustweb.org.uk/kentict/conte
sheep.
nt/games/metalMike/index.html
Segmenting (for spelling)
Identifying the individual sounds in a
spoken word (e.g. h-i-m , s-t-or-k) and
writing down letters for each sound
(phoneme) to form the word him and
stork
Enunciation
• Teaching phonics requires a technical skill in
enunciation.
• Phonemes (sounds) should be articulated
clearly and precisely.
• http://www.oxfordowl.co.uk/Question/Index/
3
The children are learning each letter
by its phoneme, not its name. This
helps when blending words to read.
The letters are not introduced in
alphabetical order. The first group (s,
a , t, i, p, n) has been chosen because
they make more simple three letter
words than any others.
Letter sets (Phase 2 up to 6wks )
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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,
Phase 3 (Reception up to 12wks )
• Knowing one grapheme for each of the 43
phonemes.
• Set 6 - j, v, w, x
• Set 7 - y, z, zz, qu
ch, sh, th, ng
ear, air, ure, er, ar, or, ur, ow, oi,
ai, ee, igh, oa, oo
How do we organise it?
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The children always work within the phase
that is appropriate to their level of learning.
They are assessed regularly.
• Children who are secure in a phase will be
confidently using the phonemes and high
frequency words in their reading and writing.
A grapheme
These are the letters that represent the
phoneme.
The grapheme could be 1 letter, 2 letters or
more!
We use phoneme frames and sound buttons to
help us explain this to the children.
Grapheme Key Vocabulary:
Digraph
2 letters making one
sound ( ai, ee, oo)
Trigraph
3 letters making one
sound ( igh , dge )
Split Digraph
Where the two letters
are not adjacent
( a-e, e-e )
• •
• •
Phoneme Frames
http://www.kenttrustweb.org.uk/kentict/conte
nt/games/phaseTwoAs1_v2.html
g
oa
t
ch
ur
ch
n
igh t
Put the sound buttons under
these words
crawl
jumper
broom
foil
slight
toast
speed
crayon
Put the sound buttons under
these words
crawl
jumper
broom
foil
slight
toast
speed
crayon
Useful resources to have at home:
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Magnetic letters
Chalk and a chalk board
Paper and pens
Phoneme pots
Useful websites:
www.ictgames.com/literacy.html
• http://www.kenttrustweb.org.uk/kentict/content
/games/literacy.htm
Expectations:
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http://www.phonicsplay.co.uk/memberonly/CakeBake.html
Enjoys rhyming and rhythmic activities.
Shows awareness of rhyme and alliteration.
Listens to and joins in with stories and poems, one-to-one and also in
small groups.
Joins in with repeated refrains and anticipates key events and phrases
in rhymes and stories.
Continues a rhyming string.
Hears and says the initial sound in words.
Can segment the sounds in simple words and blend them together and
knows which letters represent some of them.
Links sounds to letters, naming and sounding the letters of the alphabet.
Begins to read words and simple sentences.
ELG (end of year)
1. Children read and understand simple sentences.
2. They use phonic knowledge to decode regular words and read them
aloud accurately.
3. They also read some common irregular words.
http://www.foundationyears.org.uk/parents/
Learning Journey:
Wow slips
WW
Your task!
Grab some post its!
Find your child
Read a book together or share
an activity
Write an observation
Please remember Post its need:
• Your child’s name and the date.
• Please initial it at the bottom to show who
carried out the observation.