Transcript Phonics workshop

Tooting Primary School
Phonics Information Evening
Phases Three, Four and Five
Wednesday 18th March
Aims
•
•
•
•
•
•
•
•
•
•
What is Phonics ?
Revision of Phonic Terms we use
Phonics Groups in Reception and Year 1
Phase Two, Phase Three, Phase Four and Phase Five
How we apply phonic knowledge to reading and writing
Guided Reading /Writing
Year 1 Phonics Screen Check
Curriculum Statements
Useful websites
Questions
What is Phonics ?
Children are taught to read by breaking
down words ‘graphemes’ into separate
sounds or ‘phonemes’.
They are then taught how to blend these
sounds together to hear and read the
whole word.
Phonic Vocabulary
• Phoneme The smallest unit of sound found within a word
eg. c a p
• Grapheme How the sound is written eg. ck s t
• Digraph Two letters that make one sound when read
together sh ai ch
• Trigraph Three letters that make one sound igh ear
ure
•
•
•
•
•
•
•
•
CVC Consonant, Vowel, Consonant eg bus / dig / cat
CVCC Consonant Vowel Consonant Consonant eg. drop
Segmenting is breaking up a word into its sounds.
Blending Putting the sounds together to read a word
Tricky Words Words that cannot easily be decoded/
read by sight recognition
Alien Words/Real Words
Alternative Spelling Patterns
Compound Words
Reception – Phase Two and Phase Three
Reception and Year 1 children have a 20 minute daily
phonics session.
Children are grouped so that their needs can be met and
targetted.
Within Reception some children are recapping on Phase Two
sounds with further practise in blending.
Some children are beginning Phase Three – being introduced
to new sounds.
Some are coming to the end of Phase Three and after
Easter will be revising Phase Three with further
opportunities to apply their knowledge and move onto Phase
Four.
Year 1 – Phase Three,Four and Five
Children are grouped so that their needs can be met
and targetted.
Within Year 1 some children are recapping on Phase 3
sounds with further practice in blending and writing.
Some children are revising Phase Three – being given
opportunities to apply their knowledge and covering
Phase Four.
Some children are applying Phase Three sounds and
learning new sounds in Phase Five.
Phase Two
• Set
• Set
• Set
• Set
• Set
1: s, a, t, p
2: i, n, m, d
3: g, o, c, k
4: ck, e, u, r
5: h, b, f, ff, l, ll, ss
Phase Three
j, v, w, x,
y, z, zz, qu
ch, sh, th, ng,
ai, ee, igh, oa,
oo, ar, or, ur, ow,
oi, ear, air, ure, er
Children will use these phonemes (and the ones from
Phase 2) to read and spell words (real and alien)
chip, shop, thin, ring, pain, feet, night,
boat, boot, look, farm, fork, burn,
town, coin, dear, fair, sure, quazz,
Phase Four
The purpose of this phase is to consolidate children’s knowledge
of graphemes in reading and spelling words containing
consonants together eg. tr a p and words with more than 1
syllable eg. football teacup playground
Introducing consonant clusters : reading and spelling
words with 4 or more phonemes eg
camp
dust
post
street
shrink
Phase Four does not introduce any new phonemes.
It focusses on reading and spelling longer words with
the phonemes they already know.
These words have consonant clusters at the
beginning
spot trip clown green clap
or at the end……
tent mend damp burnt
or at the beginning and the end …..
trust
spend
twist
Phase Five
Children entering Phase Five are able to read and spell words
containing consonants together eg. lamp and some 2 syllable words
The purpose of this phase is for children to broaden their
knowledge of graphemes and phonemes for use in reading and
spelling.
They will learn new graphemes and alternative pronunciations for
these
Phase Five Graphemes
ay day
a-e make
ph photo
ue blue
ea eat
o-e home
oy
ou
e-e
ew
aw
au
boy
out
these
new
saw
Paul
wh
ir
ie
i-e
oe
u-e
when
girl
tie
like
toe
rule
Alternative Pronounciations
i
ow
y
o
ie
ch
c
ea
ou
g
er
u
a
fin, find
cow, blow
yes, by, very
hot, cold
tie, field
chin, school, chef
cat, cent
eat, bread
out, shoulder, could, you
got, giant
farmer, her
but, put
hat, what
Reading and Spelling Tricky
Words
These words cannot be sounded out – read them
by sight recognition :
he, she, we, me, be, was, my, you, her, they, all, are
Use letter names to spell them – do not sound them out.
By the end of Phase Three children are expected to spell
and write (using letter names) the following Tricky Words :
I
no
go
to
the
Reading
Applying phonic knowledge to decode
words – reading captions/sentences.
Max and Carl got wet in the rain.
The car went down the steep hill
and got stuck.
• boats on the riverbbbbbbbb
boats on the river
Guided Reading
Each child is in a reading group with children of a
similar ability.
Guided reading is a 20 minute small group reading
session looking at the same text (including nonfiction texts) with the teacher.
The focus is on teaching reading strategies – using
phonics to decode words/using picture cues/context
cues/predicting text/answering questions about the
text.
Writing
Children are encouraged to write simple
words/captions/ sentences using their phonic
knowledge – both within the Phonics teaching
session and apply their phonics to different types
of writingcaptions
lists
story
recount
labels
letters/notes
Supporting Your Child with
Writing
Encourage your child to
• say the sentence aloud
• count the words as they say the sentence aloud
• start a sentence with a capital letter
• to leave a finger space between each word
• to sound out words using phonic knowledge
• to end the sentence with a full-stop
• to read the sentence back and check to see it
makes sense.
Early Learning Goals
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 understanding when
talking with others about what they
have read.
Early Learning Goals
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.
End of Year 1 Reading
apply phonic knowledge and skills as the route to
decode words
respond speedily with the correct sound to
graphemes (letters or groups of letters) for all 40+
phonemes, including, alternative sounds for
graphemes
read words containing –s, –es, –ing, –ed, –er and –est
endings
read other words of more than one syllablle
End of Year 1 Writing
saying out loud what they are going to write
about
composing a sentence orally before writing it
sequencing sentences to form short narratives
re-reading what they have written to check
that it makes sense
What is the Phonics Screening Check?
The phonics screening check is a statutory
assessment. It is a quick and easy check of your
child’s phonics knowledge.
The phonics screening check is designed to
confirm whether children have learnt phonic
decoding to an appropriate standard.
It will identify pupils who need extra help to
improve their reading skills.
Who is it for?
All Year 1 pupils will take the phonics
screening check during the week
beginning 15th June.
There will be a practice check in May.
What is in the phonics screening check?
Your child will read one-one with his/her class teacher.
It comprises of a list of 40 real words and alien words and will
take about 10 minutes. The check is very similar to tasks the
children already complete during phonics lessons.
It will assess phonics skills and knowledge learnt through
Reception and Year 1.
They will be asked to ‘sound out’ a word and blend the sounds
together.
What are alien words and why are they
included ?
These are words that can be phonetically
decoded but do not have a meaning.
e.g. brip, snorb.
This is a test of a child’s ability to
decode using phonics. Children who can
read non-words should have the skills to
decode almost any unfamiliar word.
How will the results from
the screening be used?
You will be informed of your how your
child has done in the screening check,
towards the end of the summer term.
What happens if a child struggles
with the screening check?
The screening check will identify children
who have phonic decoding skills below the
level expected for the end of Year 1 and
who therefore need help.
Children will be able to re-take the
assessment in Year 2.
How can I help my child ?
There are a number of things that parents can
do to support early reading development:
Let your child see you enjoy reading yourself.
They are influenced by you and what you do!
Immerse your child in a love of reading
Make time for your child to read their school
book to you
With all books, encourage your child to ‘sound
out’ unfamiliar words and then blend from left to
right.
Phonics Games
www.phonicsplay.com
www.ictgames.com
www.lettersandsounds.com
www.bbcbitesize.ks1