Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Download EYFS Phonics parent workshop October 2014
Document related concepts
Transcript
Phonics at Beecroft Academy. October 2014 Miss Jenkins Mrs. Willsher Agenda Welcome and introduction Importance of oral work Phonics terminology Blending and segmenting Overview of Letters and Sounds How parents can help at home Introduction. “it is generally accepted that it is harder to learn to read and write in English because the relationship between sounds and letters is more complex than in many other alphabetic languages” “it is crucial to teach phonic work systematically, regularly and explicitly because children are highly unlikely to work out this relationship for themselves” phonics is knowledge of the alphabetic code + skills of segmentation and blending SVoR The Simple View of Reading Two Dimensions WORD RECOGNITION The ability to read and understand the words on the page. Two Dimensions LANGUAGE COMPREHENSION The ability to understand written and oral language. Word Recognition Good language comprehension, poor word recognition + Good word recognition, good language comprehension - + Poor word recognition, poor language comprehension Good word recognition, poor language comprehension Language comprehension Oral Language of crucial importance oral comprehension underpins reading development “Talk is the sea upon which all else floats” (James Britton, 1970) vocabulary development heavy influence of social factors Phonics terminology digraph two letters, one sound a consonant digraph contains two consonants sh ck th ll a vowel digraph contains at least one vowel ai ee ar oy split digraph a digraph in which the two letters making the sound are not adjacent (e.g. make) trigraph three letters making one sound igh dge phonemes and graphemes phoneme – the smallest unit of sound in a word (44 phonemes in spoken English) grapheme – a letter or group of letters that represent a sound digraph – a grapheme where two letters represent one sound trigraph – a grapheme where three letters represent one sound split digraph – a digraph where the two letters are not adjacent tricky words- words which when sounded out do not follow the normal spelling patterns Blending and Segmenting Children need to be able to: break down the spoken word into its letter sounds; remember the order of the letter sounds; remember the grapheme for each sound; blend the letter sounds together to check that the phonemes in the spoken word map on the sequence of letters in the printed word. Phoneme Grapheme A sound in a word A letter or sequence of letters that represent a sound c a t b ir d f i sh kn igh t Sound buttons rain bright church cat Now it’s your turn… speed crayon slight toast broom foil speed crayon slight toast broom foil Letters and Sounds Three Strands tuning into sounds (auditory discrimination) listening and remembering sounds (auditory memory and sequencing) talking about sounds (developing vocabulary and language comprehension) Letters and Sounds Seven Aspects 1 – environmental sounds 2 – instrumental sounds 3 – body percussion 4 – rhythm and rhyme 5 – alliteration 6 – voice sounds 7 – oral blending and segmenting The Teaching Sequence daily discrete session approximately 15/20 minutes multi-sensory active REVISIT/ REVIEW TEACH PRACTICE APPLY REVISIT/REVIEW Phase 2 example Recall a selection of previously taught GPCs. Read yesterday’s spelling words. Sing an alphabet song. TEACH Phase 2 example Teach a new GPC. For example, introduce <u> on its own and then in words (sun, up, mum, nut). ‘Sky write’ the letter, saying the phoneme as you do so. Use a mnemonic to help the children remember. PRACTISE Phase 2 example Play “what’s in the box?” Present a ‘treasure box’ with words written on ‘coin’ cards. Ask a child to choose a card and put it on the board. Blend and segment (in pairs). APPLY Phase 2 example Provide sentences for the children to read using their new and existing knowledge. Letters and Sounds Phonic Phases prompt start in YR up to 6 weeks GPCs – s, a, t, p, i, n, m, d, g, o, c, k, ck, e, u, r, h, b, f, ff, l, ll, ss moving on from oral blending and segmenting to using letters reading and spelling VC and CVC words ‘tricky’ words: the, to, go, no, I Letters and Sounds Phonic Phases up to 12 weeks – YR GPCs – j, v, w, x, y, z, zz, qu, ch, sh, th, ng, ai, ee, igh, oa, oo, ar, or, ur, ow, oi, ear, air, ure, er reading and spelling CVC and twosyllable words ‘tricky’ words: he, she, we, me, be, was, my, you, her, they, all, are Letters and Sounds Phonic Phases 4 to 6 weeks YR/Y1 no new GPCs blend and segment words with adjacent consonants (e.g. went, frog, stand, jumps, shrink) ‘tricky’ words: said, so, have, like, some, come, were, there, little, one, do, when, out, what Letters and Sounds Phonic Phases throughout Y1 GPCs: ay, ou, ie, ea, oy, ir, ue, aw, wh, ph, ew, oe, au, a-e, e-e, i-e, o-e, u-e known graphemes for reading and common alternative pronunciations ‘tricky’ words: oh, their, people, Mr, Mrs, looked, called, asked, water, where, who, again, though, through, work, mouse, many, laughed, because, different, any, eyes, friends, once, please Letters and Sounds Phonic Phases throughout Y2 Support for Spelling increasing independence and fluency rarer GPCs polysyllabic words ‘tricky’ words: as needed Ways to help at home Daily reading- signing diaries and comments, EYFS and KS1 have phonics home learning Encourage segmenting and blending Don’t make it a battle – if they are tired share the book. See school web-site for video for examples Ask your class teacher for support. See handout attached. Questions, and close. discussion
