Transcript Phonics powerpoint

Phonics Workshop
Thursday 28th January
2016
“Teach us to read and write
and teach us well so we grow
up to be the best we can at
whatever we wish to do.”
The UN Convention on the
Rights of the Child
How do we read?
Mr Gumpy owned a boat and his
house was by the river. One
day Mr Gumpy went out in his
boat.
“May we come with you?” said
the children.
“Yes,” said Mr Gumpy, “if you
don’t squabble.”
Mr Gumpy’s Outing
How do we read?
This gallimaufry is
multitudinously gargantuan,
puissantly capacious and
ineffably Junoesque and in
consequence of such Protean
tribulations and in such
psychotic contravention of
stereotypical hygiene, there
exists the infinitesimal
exiguity of a satisfactory
resolution to this cataclysmic
dilemma.
How do we teach
phonics?
Reception
Covers Steps 1, 2, 3 and
4
Year 1
Covers Steps 5, 6, 7, 8
and 9
Letters and Sounds
Steps One and Two
Step One aspects
• Environmental sounds
• Instrumental sounds
• Body percussion
• Rhythm and rhyme
• Alliteration
• Voice sounds
• Oral blending and segmenting
Step One was designed
to help children to:
• Listen attentively
• Enlarge vocabulary
• Speak confidently
• Discriminate phonemes
• Reproduce audibly the phonemes
they hear
Phonics
Steps 2 and
3
Reception
Step 2
• Is the start of systematic
phonic work.
• Begins the understanding of
grapheme- phoneme
correspondence.
• Understand that words are
constructed from phonemes and
that phonemes are represented
by graphemes.
What is a phoneme?
A phoneme is a unit of sound.
c . a. .t
What is a grapheme?
A grapheme is how a sound is
represented in writing.
SEGMENTING
Breaking down words for
spelling.
cat
Phonemes
 A Phoneme is the smallest unit of
sound in a word.
s
a
t
p
i
n
m
d
g
o
c
k
ck
e
u
r
h
b
f
ff
l
ll
ss
Pronouncing the phonemes correctly is very
important.
eg the letter s is pronounced sssss and not suh.
We all need to use the same language at home and at school.
Next steps …
• Children then begin to
blend for reading.
• Starting with simple VC
(vowel consonant) words
e.g at, it, is
• and then to CVC (consonant
vowel consonant) words.
E.g dog, cat, man
BLENDING
Recognise and say the
letter sounds in a
written word, for
example:
s-a-t
by merging or
‘blending’ them in the
order in which they are
written to pronounce
the word ‘sat’.
Step 3
• Completes the teaching of the
alphabet and children move onto
sounds represented by more than 1
letter.
• DIGRAPHS – 2 letters that make 1
sound
ll
ss
zz
oa
ai
• TRIGRAPHS – 3 letters that make 1
sound
igh
air
Step 3 phonemes
j
v
w
y
z
zz
qu
ch
sh
th
ng
ai
ee
igh
oa
oo
oo
ar
or
ur
ow
oi
ear
air
ure
er
Digraphs and Trigraphs
There are 42 phonemes to teach in
total~
Some of these are made up of more
than one letter.
ai as in rain
oa as in boat
sh as in shop
Phonic Videos and
pictures
Phonic Videos and
pictures
Segmenting Activity
• How many phonemes in each word?
shel sh e l f
- - f
dress d- r e-ss
sprin s p- r i n t
- - t
string s t-r-i ng
-
4 phonemes
4 phonemes
6 phonemes
5
phonemes
Word Wall Words
• It is really important your
child starts to read words by
sight.
• Word wall words can be used as:
Flashcards
Making up silly sentences
Rhyming pairs
SIGHT WORDS
• Words that are not phonically
decodable.
• e.g. was, the, I.
• Some are ‘tricky’ to start
with but will become
decodable once we have
learned the harder phonemes.
• e.g.
out, there.
SIGHT WORDS
Sight words
He was going to the
park.
I think you are
right.
The sun is hot.
Steps 4 and Steps 5
Step 4
• In Step 4, no new graphemes are introduced. The
main aim of this phase is to consolidate the
children's knowledge and to help them learn to
read and spell words which have adjacent
consonants, such as trap, string and milk.
• Step 4 is generally started at the beginning of
Year 1, but may sometimes be covered at the
end of YR then recapped at the start of Y1.
Step 3 and 4
Sight words
During Step 2,3 and 4 the following sight
words (which can't yet be decoded) are
introduced:
said
have
like
so
do
some
come
were
there
little
one
when
out
what
Now you have the
knowledge….
• Play lots of sound and listening games with your child. For
Example…
 I spy.
 Use the sound boxes school provides to make words (real
and nonsense ones) sounding them out.
 Make duplicate sounds and play pairs… matching games.
 Stick sounds on items that start with that letter sound.
 At home, on car journeys, outings ask children to find as
many things they can that start with a sound chosen.
 Let them hear sounds… sound talk to them. “Fetch me your coa-t”!
• Read as much as possible to and with your child.
• Encourage and praise – get them to have a ‘good guess’.
• Ask if you want to know more.
Make it fun and in short,
sharp bursts!
Segmenting
Blending
RESOURCES
http://www.phonicsplay.c
o.uk
“The more that you read, the more
things you will know. The more that
you learn, the more places you’ll go.”
Dr Seuss, author of The Cat in the Hat