Transcript EYFS Phonics parent workshop October 2014

Phonics at Beecroft
Academy.
October 2014
Miss Jenkins
Mrs. Willsher
Agenda
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Welcome and introduction
Importance of oral work
Phonics terminology
Blending and segmenting
Overview of Letters and Sounds
How parents can help at home
Introduction.
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“it is generally accepted that it is harder to
learn to read and write in English because the
relationship between sounds and letters is
more complex than in many other alphabetic
languages”
“it is crucial to teach phonic work
systematically, regularly and explicitly
because children are highly unlikely to work
out this relationship for themselves”
phonics is
knowledge of
the alphabetic
code
+
skills of
segmentation
and blending
SVoR
The Simple View
of Reading
Two Dimensions
WORD
RECOGNITION
The ability to
read and
understand
the words on
the page.
Two Dimensions
LANGUAGE
COMPREHENSION
The ability to
understand
written and
oral language.
Word Recognition
Good language
comprehension,
poor word
recognition
+
Good word
recognition,
good language
comprehension
-
+
Poor word
recognition,
poor language
comprehension
Good word
recognition,
poor language
comprehension
Language comprehension
Oral Language
 of
crucial importance
 oral
comprehension underpins reading
development
“Talk is the sea upon which all else floats” (James Britton, 1970)
 vocabulary development
 heavy
influence of social factors
Phonics terminology
digraph
two
letters,
one sound
a consonant digraph contains two consonants
sh ck th ll
a vowel digraph contains at least one vowel
ai ee ar oy
split digraph
a digraph in which the
two letters making the
sound are not adjacent
(e.g. make)
trigraph
three letters making one
sound
igh
dge
phonemes and graphemes
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phoneme – the smallest unit of sound in a
word (44 phonemes in spoken English)
grapheme – a letter or group of letters that
represent a sound
digraph – a grapheme where two letters
represent one sound
trigraph – a grapheme where three letters
represent one sound
split digraph – a digraph where the two
letters are not adjacent
tricky words- words which when sounded out
do not follow the normal spelling patterns
Blending and
Segmenting
Children need to be able to:
 break down the spoken word into its letter
sounds;
 remember the order of the letter sounds;
 remember the grapheme for each sound;
 blend the letter sounds together to check that
the phonemes in the spoken word map on the
sequence of letters in the printed word.
Phoneme
Grapheme
A sound in a word
A letter or sequence of letters that
represent a sound
c
a
t
b
ir
d
f
i
sh
kn
igh
t
Sound buttons
rain
bright
church
cat
Now it’s your turn…
speed
crayon
slight
toast
broom
foil
speed
crayon
slight
toast
broom
foil
Letters and Sounds
Three Strands
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tuning into sounds
(auditory discrimination)
listening and remembering sounds
(auditory memory and sequencing)
talking about sounds
(developing vocabulary and language
comprehension)
Letters and Sounds
Seven Aspects
1 – environmental sounds
 2 – instrumental sounds
 3 – body percussion
 4 – rhythm and rhyme
 5 – alliteration
 6 – voice sounds
 7 – oral blending and segmenting
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The Teaching Sequence
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daily discrete
session
approximately
15/20 minutes
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multi-sensory
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active
REVISIT/
REVIEW
TEACH
PRACTICE
APPLY
REVISIT/REVIEW
Phase 2 example
Recall a selection of previously taught GPCs. Read
yesterday’s spelling words.
Sing an alphabet song.
TEACH
Phase 2 example
Teach a new GPC. For example, introduce <u> on its
own and then in words (sun, up, mum, nut). ‘Sky
write’ the letter, saying the phoneme as you do so.
Use a mnemonic to help the children remember.
PRACTISE
Phase 2 example
Play “what’s in the box?” Present a ‘treasure box’
with words written on ‘coin’ cards. Ask a child
to choose a card and put it on the board.
Blend and segment (in pairs).
APPLY
Phase 2 example
Provide sentences for the children to
read using their new and existing
knowledge.
Letters and Sounds
Phonic Phases
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prompt start in YR
up to 6 weeks
GPCs – s, a, t, p, i, n, m, d, g, o, c, k,
ck, e, u, r, h, b, f, ff, l, ll, ss
moving on from oral blending and
segmenting to using letters
reading and spelling VC and CVC
words
‘tricky’ words: the, to, go, no, I
Letters and Sounds
Phonic Phases
up to 12 weeks – YR
 GPCs – 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
 reading and spelling CVC and twosyllable words
 ‘tricky’ words: he, she, we, me, be,
was, my, you, her, they, all, are
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Letters and Sounds
Phonic Phases
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4 to 6 weeks
YR/Y1
no new GPCs
blend and segment words with
adjacent consonants (e.g. went,
frog, stand, jumps, shrink)
‘tricky’ words: said, so, have, like,
some, come, were, there, little, one,
do, when, out, what
Letters and Sounds
Phonic Phases
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throughout Y1
GPCs: ay, ou, ie, ea, oy, ir, ue, aw, wh, ph,
ew, oe, au, a-e, e-e, i-e, o-e, u-e
known graphemes for reading and common
alternative pronunciations
‘tricky’ words: oh, their, people, Mr, Mrs,
looked, called, asked, water, where, who,
again, though, through, work, mouse, many,
laughed, because, different, any, eyes,
friends, once, please
Letters and Sounds
Phonic Phases
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throughout Y2
Support for Spelling
increasing independence and
fluency
rarer GPCs
polysyllabic words
‘tricky’ words: as needed
Ways to help at home
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Daily reading- signing diaries and
comments,
EYFS and KS1 have phonics home learning
Encourage segmenting and blending
Don’t make it a battle – if they are tired
share the book.
See school web-site for video for
examples
Ask your class teacher for support.
See handout attached.
Questions,
and close.
discussion