Transcript Ranvilles Infant School

Ashby C of E
Primary School
Foundation Stage
Phonics Workshop
• Children start school
with an awareness of
print around them.
• Some are aware that the print carries
meaning.
• How we teach reading:
Phonics
Tricky words
Understanding
Main approach to supporting children with unknown words...
Phonics!
• Children need to use the letter sounds (not names) to
decode words.
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.
There are 44 phonemes (sounds)
that the children learn throughout
the Letters and Sounds
Programme.
s
g
h
v
th
or
a
o
b
w
ng
ur
t
c
f
x
ai
ow
p
i
k
ck
ff
l
y z, zz
ee igh
oi ear
n
e
ll
qu
oa
air
m
u
ss
ch
oo
ure
d
r
j
sh
ar
er
Phoneme- The sounds in a word
How many sounds in the word clap?
c-l-a-p
How many sounds in the word chat?
ch-a-t
How do we teach
phonics?
• The children are taught using LCP Phonics
scheme of work that follows the Primary
National Strategy Letters and Sounds.
• Letters and Sounds is broken up into
phases 1-6.
• Children start from phase 1.
• They receive 15-20 minutes phonics
teaching each day.
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.
• All children in the Foundation Stage
have started on Phase 1.
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.
• All children will start phase 2 after half
term.
Phase 2 letter sets
•
•
•
•
•
Set
Set
Set
Set
Set
1
2
3
4
5
–
–
–
–
–
s, a, t, p
i, n, m, d
g, o, c, k
ck, e, u, r
h, b, f, ff, l, ll, s, ss
• CVC words – Consonant-Vowel-
Consonant
These are simple words which children
start with when they
begin to blend sounds e.g. sat pin
Phase 3
• Phase 3 continues in the same way as Phase 2 and
introduces new sounds. By the end of Phase 3 the
children will know one way of writing down each of
the 44 sounds.
• Set 6 – j, v, w, x
• Set 7 – y, z, zz, qu
• Consonant digraphs – ch, sh, th, ng
• Vowel digraphs (and trigraphs) ai, ee, igh, oa, oo, oo
(short), ar, or, ur, ow, oi, ear, air, ure, er,
Phase 4
The main challenge in this phase is to help
children to blend and segment words with
adjacent consonants e.g. truck, help.
had, hand, handstand
cap, clap, clamp
sad, sand, stand
• 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.
Some ways we teach
phonics
Blending to read
• This involves looking at a written word,
looking at each letter and to work out
which sound (phoneme) each letter
represents and then merging these sounds
(phonemes) together to make a word. This
is the basis of reading.
dog
tree
Sound Buttons
c l
a p
ch a t
Have a try!
• Put the sound buttons under these
words
speed
cat
slight
pram
toast
bin
coin
•
farm
•
jumper
Spellings
• In the Foundation Stage children will bring home
a word sheet at first before they start formal
spellings. These words will be linked to the sounds
learnt in school.
• Later in the academic year your child will be given
a small number of spellings to learn each week,
with the number of spellings increasing over time
to a maximum of 10 words.
Silly/alien words
• Words that are not real but have been
made up with sounds your child knows.
• Good way of seeing how well a child knows
the sounds and can blend sounds to read
and segment sounds to spell.
sproip