Transcript Phonics Presentation for Parents (21.11.16 newsletter)

Synthetic Phonics
Putting together unfamiliar words
by translating letters into sounds
and blending them together :
synthesising)
Basic Phonics
PHONEME – sound
GRAPHEME-letter that represents the sound
GPC – grapheme phoneme correspondence: letters that
match the sound
1 letter – p
2 letters – sh
3 letters – tch
4 letters – ough
Diagraph – 2 letters that make one sound e.g. th, ai, ie, or
Trigraph – 3 letters that make one sound
Why teach synthetic phonics?
Skills –
blending - reading
segmenting – writing ( think of an orange)
Oral segmenting is crucial in Nursery and Reception,
use fingers to show sounds e.g. p i n
. . .
cvc
duck
..
cvc word (ck) diagraph – 1 sound
Best Bets
Teach children about ‘best bets’ – understand which
graphemes go where e.g. /ai/ normally appears in the
middle of a word. ay is normally found at the end of
words.
‘day’ instead of ‘dai’
The same spelling may represent more than one
phoneme: mean deaf i.e. reading for meaning
Split diagraphs/(Magic ‘e’)
Phase 5a – m-/a/-k-/e/
not m-/ai/-k
Play the standing word activity with 2 letters of the split
diagraph holding hands. Show the separation.
Thereafter in written words mark the split diagraph
with a curved line underneath joining the two letters
together
Try a split digraph hunt in a piece of text
Split diagraphs/(Magic ‘e’)
2 vowels out walking, the first one does the talking
ee – Yr R
ie, ue, ae and oe – YR 1
ae – make
ee – these
ie – bike
oe – smoke
ue - tune
Phonics Rules
A short vowel (sound)
A long vowel (name)
miss/hill/duck/huff/jazz – if the sound in front is a
short vowel then a double letter i.e. double consonsant
for a short vowel
y – is a something sound – it can be a consonant or
vowel
After a ‘w’ sound ‘a’ says ‘o’ – was, want, what
The same phoneme can be represented/spelled in more
than one way
ball torch saw warm caught
bought core pore pour
Polysyllabic words and other
words
play/ground – mark the syllable boundaries with a diagonal
line
DON’T CLAP SYLLABLES – tap your palm
Out/side – when you have sounded out the word – say the
whole word
Teach ‘ing’ first as a suffix then ‘ed’
Use mood voices; sleepy, happy or sad
Use a ‘posh’ voice – helps the children to hear the sounds
Phase 6
Still a focus on sounding out and blending and using
best bets to spell words
Greater focus on formal spelling patterns
Using rules to add suffixes to words e.g. drop the e add
ed
Teach the meaning of these suffixes and how they
change the word e.g. ed changes a word to past tense.
Suffixes & Prefixes
ed, ing- changing the tense of the verb (irreguler verbs)
er, est- superlatives and comparatives
ly- adverbs
ful & less- full of, less of
cian, tion and sion
mis, non- opposite
un- undo
Grammar in Phonics
Looking into what nouns, verbs, adjectives and adverbs
are
Adding s or es for plurals
Compound words e.g. butter + fly
Contractions- using apostrophe in correct place
Mnemonics e.g. because- big elephants cause accidents
unless tanding easy beautiful b e a u tiful
Changing nouns into adjectives by adding y
Synonyms
ICT Resources
www.phonicsplay.co.uk - interactive resources, planning and resources
(subscription for more access) free 7 day trial
www.lesleyclarkesyntheticphonics.co.uk - resources and Letters and Sounds
overview (subscription for more access)
www.babcock-education.co.uk (planning and assessment grids and resources
and electronic version of Dfe’s ‘Letters and Sounds’ – which is now out of
print)
Teacher’s pet/sparklebox/twinkle – all have good resources
www.espresso.co.uk
www.letter-and-sounds.com
www.crickweb.co.uk