Transcript Information Evening Phonics

Phonics at Katherine
Semar Infant School
October 2013
Six Areas of Learning in
Foundation Stage
Literacy is broken
down into six areas
Linking sounds and letters
Phase 1
Phase 2
Phase 3
Phase 4
Phase 5
Phase 6
- Nursery/Reception
- Reception
- Reception
- Reception
- Year 1
- Year 2
Children progress through these stages at their own pace
– some take longer to get there! This is a continual
process from Foundation through Key Stage 1 and
beyond.
• Before your child is ready to read – they
must have lots of talking opportunities.
• If they can’t say it, they won’t be able to
write it - poor language skills will make
reading and writing very difficult.
Time for talk!
• In the car, in the bath, reading stories, at the dinner table
- encourage your child to listen to others, share their
opinion, describe what they can see.
• It is important that correct language is modelled and
correct pronunciation of words – e.g, the not du or v.
Time for rhyme
• Read and encourage your child to join in with nursery
rhymes and poems.
• Play rhyming games – make up nonsense rhymes using your
child’s name such as ‘Here comes Hattie, Pattie, Mattie’.
19 phonemes are taught
Blend phonemes and segment words
Read ‘vc’ and ‘cvc’ words
Tricky words
Phoneme
Grapheme
Blend
Segment
VC and CVC
- sounds of letter
- ‘shape’ of a letter
- putting sounds together to make
a word for reading
eg. c-a-t
cat
- Pulling a word apart into it’s sounds
for writing
eg. cat
c-a-t
-VC is vowel consonant words
- CVC is consonant vowel consonant
words
Structure...
Twice a day – letter sounds, blending, segmenting,
tricky words, applying skills to real reading
and writing contexts.
Action and sound...
Based on multi-sensory approach
Pronunciation...
no ‘uh’ at the end - soft voice (p, s, m)
s–a–t–p
i–n-m–d
g–o–c–k
ck – e – u – r
h–b–f-l
A good phonic understanding is one of the
key foundations of being a good reader and
writer.
Words that you ‘just have to know’
through on-sight recognition
Spot the words in books and
in the environment.
Wiggle fingers when you
hear the word.
Matching pairs game
Daily practise
25 more phonemes are taught
(most are letter combinations i.e two letters which make one sound –
sh, th, ng)
Read and spell ‘cvc’ words
Letter names – alphabet song
Spell tricky words
42 graphemes are known
Consolidate reading and spelling
of tricky words
Consonant clusters
•Practise oral blending - use sound talk– its time for
b – e – d, let’s put your shoes on your f – ee — t, shall we
have some bread and j – a – m?
•Sing nursery rhymes and play with rhyme – cat, fat, bat
•I spy...emphasising the initial sound
•Make collections of things beginning with the same letter
•Stretch out words slowly, helping your child to identify
each sound in turn.
•Practise recognising tricky words.
•Discuss the pictures and language used in books to help
develop your child’s comprehension skills.
• Stretch out the word slowly, helping your child to
identify each sound in turn.
• Use magnetic letters to make words. Sound them
out to check.
• Practise letter formation – pencil and paper, white
boards, in flour, foam, glitter!!
• Writing shopping lists
• Messages for people (post-its)
• Encourage your child to write the sounds they can
hear in words. Accuracy in this is more important
than accuracy of the word itself at this stage.
• I.e. They may write ‘it’ for ‘eat’ or ‘is’ for ‘ice’.