Transcript Key Stage 1 Phonics - January 2014

Ashby C of E
Primary School
KS1 Phonics Workshop
23rd January 2014
What we will cover:
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What is phonics
How we teach phonics in FS and KS1
Terminology
Recap phases 1-4
Phase 5
Phase 6
What is Phonics?
• Knowledge of letters and the sounds they
make.
• Skills of blending these sounds together
to read words.
• Skills of segmenting the sounds in a word
and choosing the correct letters needed
to spell it.
• Phonics is the step up to word recognition.
Automatic reading of all words,
decodable and tricky, is the
ultimate goal.
How do we teach
Phonics?
• Letters and Sounds Phases 1-6
• The children are set across their Key
Stage, according to the phase of
Letters and Sounds they are working
on.
• They receive 20 minutes focussed
phonics teaching Mon-Thurs
• Spelling test on Friday
Spellings
• In Years 1 and 2 your child will bring home
spellings to practise linked to the phase and week
they are currently working on.
• They need to be able to spell the words correctly
in their test but also show that they are applying
those spellings into sentences and their other
work in school.
• Their score will be recorded on their spelling card
along with any words they spell incorrectly.
Spelling cards need to be in book bags at all times.
There are 44 phonemes that the
children learn throughout the
Letters and Sounds Programme.
As well as the sounds of the letters of the
alphabet there are also …
Consonant digraphs- contain 2 consonants
Put together they make a new phoneme and are not heard individually
e.g. ch th ll ck sh
Vowel digraphs- contain 2 letters, at least one is
a vowel
e.g. ai ee oa
the end)
ar
or oy ow er a_e i_e (split digraphs – e on
Trigraph – contain 3 letters
e.g. ear igh dge
Correct pronunciation of phonemes is very
important in helping children read and spell
correctly.
The pronunciation of the consonant phonemes can
be grouped:
1. f l m n r s z v sh th zh
(continuous)
2. c p t ch h (short, soft)
3.
b d g w qu y j (short)
http://www.getreadingright.co.uk/phoneme/pronounce-thephonemes/4
Unfortunately, these 44 phonemes are not
spelled in the same way!
Children are gradually introduced to more
alternative spellings as they progress through
the Letters and Sounds Programme.
Grapheme – The letter/letters we use
to spell a phoneme/digraph/trigraph.
Some have more than one grapheme
How many ways can we spell the long e phoneme?
e.g. he / sweet / seal / baby
How many ways can we spell the f phoneme?
e.g. family / photograph/ sniff
Remember
• A phoneme you hear
• A grapheme you see
• High Frequency Words (HFWs)
These are common words that are useful for children to learn
to read and spell. As children progress through the phases of
Letters and Sounds they are introduced to sets of HFWs.
Some words are decodable which children can blend to read
e.g. then. Some are tricky words e.g. said, which are not
phonically decodable and are learned by sight.
• CVC words – Consonant-Vowel-Consonant
These are simple words which children start with when they
begin to blend sounds e.g. sat pin
Phase 1
• Children explore sounds and words and
develop awareness of rhyme, rhythm
and alliteration. They learn how to
orally blend sounds and distinguish
different sounds in words.
• These are ongoing skills and it is very
important that children are exposed to
a rich variety of language from an early
age. This can be through conversation,
•
nursery rhymes, stories, and games.
Phase 2
• Children are introduced to at least 19
letters and corresponding sounds.
They begin to read and spell simple
CVC words. They also begin to read
High Frequency words.
Letter sets (phase 2 up to
6wks )
Set 1
Set 2
Set 3
Set 4
Set 5
-
s, a, t, p,
i, n, m, d,
g, o, c, k,
ck, e, u, r,
h, b, f, ff, l, ll, ss,
Phase 3
• Children learn one grapheme for a
further 25 phonemes. These include
consonant and vowel digraphs (e.g. ch,
ng, ai, oa) and trigraphs (e.g. igh, air).
They read and spell HFWs.
• Throughout Phase 3,4 and 5 children will
also be using ‘alien’ words, this is good
practise for segmenting and blending
sounds and will prepare Year 1 children for
the phonics screening.
Phase 3
Graphemes:
ear, air, ure, er, ar, or, ur, ow,
oi, ai, ee, igh, oa, oo
Consonant digraphs:
ch, sh, th, ng.
Letter Progression:
Set 6 - j, v, w, x
Set 7 - y, z, zz, qu
Phase 4
• Children read and spell words containing
consonant clusters. These are 2 or more
consonants, but when put together, each
can be heard as individual phonemes e.g. cl
dr sk mp nd. Words containing these are
known as CCVC and CVCC words. e.g. black,
strip, chest).
• Towards the end of Phase 4 they will also
begin to work with compound words such
as lunchbox, pondweed and handstand.
Phase 5 – the longest
phase!
• Children entering Phase 5 will already be
able to read and spell words with
adjacent consonants, such as trap, string
and flask. They will also be able to read
and spell some polysyllabic words.
• The purpose of this phase is for children
to broaden their knowledge of graphemes
and phonemes for use in reading and
spelling.
Phase 5 continued
• In Phase 5, children will learn
alternative 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.
• Alternative pronunciations for
graphemes will also be introduced,
e.g. ea in tea, head and break.
• Phoneme spotter story!
Graphemes:
ay, ou, ie, ea, oy, ir, ue,
aw, wh, ph, ew, oe, au, a-e,
e-e, i-e, o-e, u-e.
Alternative graphemes for:
i, o, c, g, u, ow, ie, ea, er,
a, y, ch, ou
Phase 6
• Children apply their phonic skills and knowledge
to recognise and spell an increasing number of
words.
• They investigate and learn to add suffixes (eg;
ing, ed, er, ly, ness) to words and to spell words
in the past tense.
• They learn the rules of adding ‘ed’ to a word
and regular and irregular verbs.
• They also look at superlative adjectives,
contracted words and plurals.
Reading at phase 6 and beyond
• Children should now be able to read hundreds
of words, doing this in three ways:
• Reading the words automatically if they are
very familiar;
• Decoding them quickly and silently because
their sounding and blending routine is now
well established;
• Decoding them aloud.
• The shift from learning to read to reading to
learn takes place and children read for
information and for pleasure.
Spelling at phase 6 and beyond
• Children should be able to spell an
increasing number of words accurately
and choose the correct grapheme for a
particular word.
• They will also be encouraged to check
and self correct their own work.
• Be aware – spelling usually lags behind
reading as it is harder.
Strategies for learning spellings
• Syllables - break it into smaller bits to
remember (e.g. Sep-tem-ber)
• Base words - find its base word (e.g.
Smiling = smile +ing,
• Analogy - Use words that I already know
to help (e.g. could: would, should)
• Mnemonics - make up a sentence to help
remember it (e.g. could – O U Lucky Duck;
people – people eat orange peel
like elephants)
Points to note:The children always work within the phase
that is appropriate to their level of
learning.
They are assessed regularly and groupings
are sorted accordingly.
It is very important that they can both
spell the words and also apply this
knowledge into all their writing across the
curriculum.
How can you support your
child?
• In the front of your child’s reading record
there is a list of phonemes and words that
your child will be covering in the phase
they are working on currently in school.
• As part of the information to take home
from today’s workshop, is a list of useful
websites with games and resources to
support phonics learning.
• Use the information you have gathered
today and try it out when reading with
your child.