Transcript Welcome to Priory Rise

Welcome to Priory Rise
Phonic
workshop
6th November
What are phonics?
□ Government - Rose report 2006 introduced phonics after too
many children were being left with poor reading skills.
Phonics is a method of teaching children to read quickly and
skilfully. They are taught how to:
□ recognise how each sound is spelt
□ identify the sounds that different combinations of spellings
make- such as ‘sh’ or ‘oo’; and
□ blend these sounds together from left to right to make a word.
□ Children can then use this knowledge to ‘de-code’ new words that
they hear or see. This is the first important step in learning to
read.
Why Sounds~Write?
Entirely focuses on teaching the skills needed for
effective reading and writing. These are...
• Learning how the 44 sounds in the English language
can be spelt; from simple to more complex
•Learning these sounds in a whole word approach not
in isolation
•Blending
•Segmenting
•Phoneme manipulation
•No barriers to skills
Key vocabulary
□ A phoneme is the smallest unit of sound
in language (play clip)
□ Phonemes can be blended together to
make words
□ A grapheme is the letter or letters that
represent the sound
Unit Order –
Initial code
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Unit 1: aimst
Unit 2: npo
Unit 3: bcgh
Unit 4: dfve
Unit 5: klru
Unit 6: jwz
Unit 7: x y ff ss zz
Unit 8: VCC and CVCC
Unit 9: CCVC
Unit 10: CCVCC and CCCVC
Unit 11: sh ch th ck ng qu
Simple to more complex
Extended code
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Unit 1: o
Unit 2: ae
Unit 3: ee
Unit 4: ea
Unit 5: oe
Unit 6: er
Unit 7: e
Unit 8: ow
Unit 9: ow
Unit 10: oo
Polysyllabic Code
What does a lesson look like?
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Introduction of new sound if appropriate
Reading words (blending) with new sound
Word building (segmenting) with new sound
Recapping sounds learnt already
Symbol search
Sound swap
Dictation
30 minutes daily
Each child has a whiteboard and pen
Reading (blending)
mat
□ read each sound separately
□ gesture underneath the word
□ read again and again gradually squashing
sounds together until word is read
Writing (segmenting)
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Start with lines needed to match sounds in word
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□ Point to each line saying word and then repeat
exaggerating each sound in word
□ Write letters in order sounds can be heard
□ Remove lines once child is more confident
□ Replace if child needs help
Symbol search
•Say phoneme, children search for grapheme
•Point to grapheme, children say phoneme
•Letter formation practise
Sound swap
shlot
•Use nonsense words as children are then forced to
use phonics and can not rely on their reading skills
•Replace a phoneme with an alternative to create a
new word
•Change the position of the replacing phoneme
•Remove/add some phonemes
Dictation
The frog is in the pond.
•Daily practise of sentence writing
•Practise all skills covered in lesson
•Recaps on sounds and words learnt in lesson
•Using correct punctuation
•Children learn more through correcting their mistakes
Key words
□ Words which occur frequently in
language
□ Often do not follow spelling patterns or
are difficult to spell
□ We call them ‘tricky words’
□ Foundation word list to send home
□ Gradually introduced in
Sounds~Write
Jolly phonics actions
□ Use actions as a kinaesthetic hook for
some children to remember phonemes
□ Sounds~Write is very visual and
auditory
□ Each phoneme has an action
Year 1 phonics screening
□ The Year 1 phonics screening check is a short, light-touch assessment
to confirm whether individual pupils have learnt phonic decoding to an
appropriate standard.
□ It will identify the children who need extra help so they are given
support by their school to improve their reading skills. They will then be
able to retake the check so that schools can track pupils until they are
able to decode.
□ It will be a short, simple screening check to make sure that all pupils
have grasped fundamental phonics skills and to see that nobody slips
through the net. It comprises a list of 40 words and non-words, which a
child will read one-to-one with a teacher.
□ Half the words cover phonics skills which tend to be covered in
Reception, and half the words are based on Year 1 phonics skills
□ It takes place in June
Take home cards
□ Children to bring card home for a new
unit to keep you informed
□ Help to support child when reading book
Ideas for home
Use the take home cards to play games at home
Play symbol search on post-its around the house
Play symbol search in reading/library book
Until your child can read whole words, model how to
segment the sounds in words then blend to read
□ Look at/read your child’s reading book with them for
5-10 mins everyday or at least 3x per week
□ Don’t be afraid to read the whole book to your child
until they are ready to have a go themselves
□ Write phonemes on post-its to spell words on take
home card, get your child to move the phonemes into
the correct order to make the word
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Ideas for home 2
□ On a car journey ask your child what sounds can they
hear in; pin, box, frog, clip, shop etc
□ Make up nonsense sounds swap, who can make the
longest chain?
□ More importantly than anything else, make reading
fun, your child should always think of reading as a
pleasure never a chore
□ Practise letter formation
□ Make up silly sentences using words on take home
cards, write these in a dictation
□ Collect things from around the house that begin with
a chosen sound
Changing Reading books
□ Changed on Monday and Friday
□ Put in the basket with contact book, don't leave in
book bag please
□ Change at least every 2 weeks
□ Can have more than book at once, just ask
□ Write titles of books read in contact book
Thank you coming
□ If there is anything further we can do
to help please just ask
□ If you need further ideas for home we
could personalise some activities for
your child