Transcript Slide 1
A statutory requirement Daily 20 minutes high quality phonics provision. Multisensory approach 4 phase approach: Revisit and review Teach Practise Apply This is the smallest unit of sound in a word. These are the letters that represent the phoneme. The grapheme could be 1 letter, 2 letters or more. Blending reading. phonemes into words for Segmenting for spelling. words into phonemes Teaching phonics requires a technical skill in enunciation. Phonemes (sounds) should be articulated clearly and precisely. We use Jolly phonics to help us. http://www.oxfordowl.co.uk/Question/Index/3 http://www.youtube.com/watch?v=xGpsVmWL RFA http://www.youtube.com/watch?v=yjKq8s815 4s High Frequency Word (HFW) – words that occur regularly in texts that children should be able to read. E.g. and, as, it Tricky words – Words that cannot be sounded out and the children must just ‘know’ them. Phase 1 (Nursery and practising within Reception) – playing with and hearing sounds. Phase 2 – Sounds of the alphabet letters, introduce double letter digraphs. Phase 3 – Introduce digraphs and trigraphs. Phase 4 – Practising blending. Phase 5 – Alternative spelling patterns. At this stage we concentrate on the phoneme (sound) and not the letter name. 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, Learning HFW and tricky words a an as at if in is it of off on can dad had back and get big him his not got up mum but the to I no go into How many CVC (consonant vowel consonant) words can you make using /s/ /a/ /t/ /p/? Digraph • • 2 letters making one sound ( ai, ee, oo) Trigraph 3 letters making one sound ( igh , ear, air, dge ) Split Digraph Where the two letters are not adjacent ( a-e, e-e ) Knowing one grapheme for each of the 43 phonemes. Knowing the letter names. Set 6 - j, v, w, x Set 7 - y, z, zz, qu Consonant digraphs: ch, sh, th, ng. Vowel digraphs: ear, air, ure, er, ar, or, ur, ow, oi, ai, ee, igh, oa, oo Learning HFW and tricky words. We use phoneme frames and sound buttons to help the children segment to spell words. http://ictgames.com/soundButtons/index.html goat g oa t church ch ur ch start s t ar t Blending for reading and segmentation for spelling of CVCC/CCVC words. E.g. Milk, tusk, stop, flag. Adjacent consonants (CCVCC). E.g think, crack. Practising vowel digraphs in CVCC/CCVC words – float, start, sweet. Learning HFW and tricky words. went It’s from children just help said have like so do some come were there little one when out what ICT Games: http://www.ictgames.com/ http://www.phonicsplay.co.uk/ http://www.jeavonswood.ccceducation.org/ - Learning Tab-Foundation Stage-Curriculum Resources: Magnetic letters Phoneme frames Whiteboards and pens Pencils and paper Chalk on chalk boards/the pavement Phoneme pots Phoneme/word spot in their reading books Reading 30-50 months Enjoys rhyming and rhythmic activities. Shows awareness of rhyme and alliteration. Recognises rhythm in spoken words. Writing 30-50 months Sometimes gives meaning to marks as they draw and paint. Ascribes meanings to marks that they see in different places. 40-60 months 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. 40-60 months Continues a rhyming string. Hears and says the initial sound in words. Can segment the sounds in simple words and blend them together. Links sounds to letters, naming and sounding the letters of the alphabet. Uses some clearly identifiable letters to communicate meaning, representing some sounds correctly and in sequence. Early Learning Goal Children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read. Early Learning Goal Children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible. Grab some post its! Find your child Share some activities 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. Take some post its for you to use at home when you make an observation.