Transcript Document

Alphabetic
code
Segmenting-clapping syllables
Blending
Teaching phonics requires a technical skill in
enunciation
 Phonemes should be articulated clearly and
 precisely

What do you get if you add /uh/?
 Hen
 Din
 Mat

The clearer the sound, the easier it is for a child to blend
together (synthesize) the individual sounds to read a word
because there are no unnecessary sounds getting in the way
 Letters and
Sounds
 Opportunities for chn to read AND write in
every session
a
b
c
d
e
f
g
h
i
j
k
l
m
n
o
p
q
r
s
t
u
v
w
x
y
z
 Phoneme =
c a t
the smallest unit of sound.
r ai n
s l ee p
 Grapheme= the
ai
rain
ay
day
way the sound is written.
eigh
a
a_e
eight
today
make
 Digraph=
ch
two letters making one sound.
sh
ee
ay
ea
oo
 Trigraph= three letters making
 Split
one sound. Igh
digraph= grapheme split between a letter in a word.
show
happy
make
throat
shopping
doughnut
float
light
park
 80%
of the English language is decodeable
 If
a word cannot be sounded out:
 Keep
practising with your child
 Support them is sounding it out as it should
be ‘was’ – ‘w o s’ but make sure you talk
about the ‘naughty a’ which does not follow
the rule!
 Try getting your child to write the word lots
of time in different coloured felt tips
 Practise sight-reading the word every day
 Videos
uploaded on YouTube
 Website
 Hunt
for objects that begin with particular
letters
 Make a poster of pictures beginning with
particular letters
 Practise writing the sounds (handout)
 Read your child rhyming texts-encourage
them to take an interest in the sounds in
words and to spot patterns
 Spot the sound when they listen to you read
a story
 http://www.bbc.co.uk/schools/wordsandpict
ures/longvow/poems/fpoem.shtml
Have large sheets with in- un- re- chn have to
write as many words as they can think of with
the prefix
 Word generator: ch/sh/ee/i/n/p/t on individual
post its- chn must rearrange to make as many
words as they can
 Scrabble, word games, anagrams, Countdown

ELG 09 Reading: 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 an
understanding when talking with others about
what they have read.
ELG 10 Writing: 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.
 Applies
phonic knowledge and skills
consistently to decode age appropriate texts
quickly and accurately.
 Recognises and effortlessly decodes
alternative sounds for graphemes; words of
two or more syllables; words with common
suffixes; and most common exception words,
based on what has been taught.
 When reading aloud, sounds out unfamiliar
words accurately without undue hesitation,
and reads with confidence and fluency.
Alone we can do so little.
Together we can do so much.
 DFE
website:
www.education.gov.uk/schools/teachingandlearning/ped
agogy/teachingstyles/phonics
 Phonics websites:
www.letters-and-sounds.com/
www.phonicsplay.co.uk
www.literacytrust.org.uk
www.twinkl.co.uk