Transcript Phonics training - Newport CE Primary School

Phonics training
Newport CE Primary School
December 2013
Aims of the session
To develop a greater understanding of
what phonics is and how it supports
children to read and write.
 Some strategies to use at home to
support your children
 To know the sounds the individual letters
of the alphabet make.
 To know some websites you can access
from home to support your child.
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How phonics is taught at Newport
CE Primary School
Phase 1-6
 Daily session 15/20 minutes long
 Children are streamed across their year
group to ensure they are accessing the
correct phase appropriate to their ability
level.
 Children are then supported to use these
skills in all their reading and writing
activities.
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Expectations for learning across
Reception and Key Stage One
There are 6 phonic phases:
 Phase one – children are taught to hear sounds
in words and learn that some words or objects
start with same sound
 They learn to differentiate between sounds
 They learn to sort objects starting with same
sounds and different sounds
 Learn to match pictures to the first sound they
make
 They do not look at letter symbols at this stage
 Often covered in pre-school/nursery
 These key skills are over arching and will often
be used during the teaching of the other phases.
Activities to support children
working in phase one
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Get your child to collect objects from around
the house – put in a pile.
Ask questions like – bring me something
starting with g, f?
I spy..... Beginning with say the sound not
the name of letter.
Play the robot game – speak in robot
language – stand u-p. Sit d-ow-n. Give
instructions. You say individual sounds in
words – can they hear the sounds and say
the word.
Phase 2
Covered during reception years
 Children get to know all individual sounds
letters make – s a t p i n m d g o c k ck e
u r h b f ff l ll ss clip
 Children are taught to build up sounds in
words – early reading skill
 Children are taught to segment sounds in
words – early writing
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What children will be learning?
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To read the letter symbol
To write the letter symbol
To listen to first and final sounds in words.
Reading and writing short words- cvc words –
consonant, vowel, consonant words e.g. d-og, m-u-m.
To begin to make phonetically plausible
attempts at more complex words e.g.
Butterfly might be written as butrfli
Reading tricky words – I, go, no, to, the
clip
Activities to support phase 2
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Look at pictures in books – can you find me the c-a-t,
the d-o-g? Speak in robot language and children
should repeat you and say the whole word
Where is the b-oa-t? Where is the ch-ee-se?
When helping with dinner – can you get me the h-am? the b-r-ea-d?
Once children are confidently reading cvc words they
will bring home books with key words in – most will
be phonetically plausible – (can be sounded out)
Encourage children to read each sound in small words
and put sounds together.
Further activities for phase 2
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Have a pot of magnetic letters
Call out words for children to make using
magnetic letters
Encourage them to copy them down
Check your child’s pencil grip
Do some simple actions to warm up muscles
for writing – Incy wincey spider actions,
pressing different fingers together
NB these muscles need to be developed for
children to write comfortably
Point to note
Remember not all words can be sounded
out
 E.g. go, to, said, was
 These words are taught as tricky
words/high frequency words and need to
be learnt by sight
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Phase 3
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Children learn further phonemes j v w x y z
zz qu ch th th ng ai ee igh oa or ow oi ear air
ure er (diagraphs and trigraphs) clip
Children also learn the letter names of each
letter
Children at the end of reception should be
working within this level but often children in
early year one still need support with
learning in this phase
Activities to try at home
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As phase two but alsoGive children a set of letters eg ee b s l t
ai
How many words can they write using
these sounds? Give them a time limit.
Can you make some nonsense words and
also real words?
boat or hoat
Phase 4
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Usually covered during half term in year one
Children learn to read longer words- ccvc
words eg plop, clap, blip cvcc eg nest, hand,
wind and then ccvcc words crash, flush, trunk
Check your child’s ability to orally build up
sounds before reading words – if you say –
n-e-s-t can they say the word?
Check your child’s ability to segment words –
say the whole word e.g. flush can they say
the sounds f-l-u-sh like a robot?
Phase 5
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By the end of year one –children need to be
working securely in this level.
Phonics test at the end of the year to test
skills in decoding words
Children learn new sounds – zh, ay ou ie ea
oy ir ue aw wh ph oe au a-e, e-e,i-e, o-e, u-e
They learn that letters of the alphabet make
different sounds e.g. city, cat c as s sound
and c sound
girl, gel g and g sound, and g as j sound.
Phase 6
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No new sounds are taught.
As well as consolidating their phonics
knowledge from phases 1-5 children will...
Be introduced to the past tense
Investigate and learn how to use suffixes
e.g. ed or ing
Strategies for learning how to spell longer
words.
Reading strategies
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As well as sounding words out children working towards
level two or beyond also need to.
Use picture cues to guess words from the first sound of the
word.
Predict what might happen next based on what they have
already read.
Answer questions about what is happening at different
points in the story.
Read for meaning – always check with child and ask to
explain what is happening. Recalling after one or two pages
of text.
Develop a culture of loving books with your child. Read to
them too so they do not lose their enjoyment of books
whilst learning to read for themselves.
Phonic websites
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www.phonicsplay.co.uk
Espresso https://online.espresso.co.uk
www.tes.co.uk/teaching
www.letters-and-sounds.com/
Google – Mr Thorne phonics for you tube
clip on pronouncing sound and fun
activities