Transcript Supporting your Child - Literacy Reception

Supporting your Child
with Phonics.
M Gerrie October 2015
Why do we teach phonics?
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The phonics we teach at KS1 are part of the
government’s Letters and Sounds programme
which is followed in all schools.
Research has shown that children who are
taught phonics in this way become better
readers and spellers and develop
independence.
Phonics terminology
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Phoneme – the smallest sound in a word
Grapheme – the way in which a phoneme is
written
Digraph – when a grapheme is written with 2
letters e.g. ‘sh’
Trigraph – when a grapheme is written with 3
letters e.g. ‘air’
Split digraph – when the letters making up the
sound are split by another letter e.g. cake
The 6 Phonic Phases
Phase 1 (Nursery)
Working on: Showing awareness of rhyme and
alliteration, distinguishing between different
sounds in the environment and phonemes,
exploring and experimenting with sounds and
words and discriminating speech sounds in
words. Beginning to orally blend and segment
phonemes
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The 6 Phonic Phases
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Phase 2 (Year R
Working on: Using common consonants and vowels Blending
for reading and segmenting for spelling simple CVC words.
Working on: Knowing that words are constructed from
phonemes and that phonemes are represented by graphemes.
Letter progression:
Set 5: h, b, f, ff, l, ll, ss
Set 4: ck, e, u, r
Set 3: g, o, c, k
Set 2: i, n, m, d
Set 1: s, a, t, p
The 6 Phonic Phases
Phase 3 (Year R)
Working on: Knowing one grapheme for each of the 43 phonemes
Working on: Reading and spelling a wide range of CVC words using all
letters and less frequent consonant digraphs and some long vowel
phonemes.
Graphemes:
ear, air, ure, er,
ar, or, ur, ow, oi,
ai, ee, igh, oa, oo
Working on: Reading and spelling CVC words using a wider range of letters,
short vowels, some consonant digraphs and double letters.
Consonant digraphs
ch, sh, th, ng
Working on: Reading and spelling CVC words using letters and short vowels.
Letter progression
Set 7: y, z, zz, qu
Set 6: j, v, w, x
The 6 Phonic Phases
Phases 4 and 5 are taught in Year 1 and Phase 6 in Year 2.
Phase 4 is a very short phase focusing on longer words
using Phase 3 sounds.
Phase 5 teaches alternative spellings for the same sound.
Children are expected to be able to read and write at
Phase 5 by the end of Year 1 when they are given a
Phonics Screening Check.
The school has performed above the Surrey and
National Average in this check for the past 2 years,
since it was introduced.
Phase 6 overlaps with the Support for Spelling
programme that is taught throughout Years 2-6.
How are the phonic sounds said?
Phonic Sounds
Phonics teaching
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First few minutes – quick recall of sounds,
written forms or tricky words
Next few minutes – teaching of new sounds or
tricky words
Next few minutes – reading or spelling words
using these sounds – as part of a game.
Reading or writing a sentence containing
sounds.
http://www.youtube.com/watch?v=xGpsVmW
LRFA (Jolly Phonics Phase 2)
100 High Frequency Words
How you can support your child
in phonics.
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Rehearse single and double sounds sent home from
Reception, ensuring you are saying each sound
completely correctly.
Spot these sounds in words when reading to your
child and in the environment around them.
Ensure your child can write the sound as well as say
it.
Begin by linking the sound and the action but ensure
that your child can say each sound, not just show the
action.
How you can support your child
in phonics.
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Practise blending the phonic sounds into words rather
as well as learning the sounds in isolation.
Watch your child as they say each sound to make sure
they are forming their mouth appropriately –
particularly watch f/th.
Encourage your child to use their phonic knowledge
when they write, attempting each sound in a
phonically plausible way. Don’t expect accurate
spelling as the alternative forms of spelling each
sound are not taught until Year 1/2.
How you can support your child
in phonics.
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Play phonics games on the computer. Some good
websites:
 BBC words and pictures
 BBC KS1 bitesize games
 Phonicsplay.co.uk
 The Reception team will suggest others on
the weekly newsletter.
Any Questions?
Reading in Reception
Reading together
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Enjoyment of reading begins with sharing
books together. Your child does not need to be
able to read the book.
By sharing a book, children become inquisitive
about words. They can look at the pictures and
can be encouraged to find the word that begins
with that sound.
Reading Daily
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When your child has learnt their initial letter sounds,
they will be given a reading book. The words in the
first books will be limited and repetitive, and the text
will always be accompanied by pictures.
The words will be a combination of those that they
can sound out and blend (using their phonic
knowledge) and some of the high frequency words
which children need to begin to learn.
Reading Daily
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When reading with your child – always talk about the title of
the book – what do they think it is about? What does the
picture tell them?
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Begin to read the book. Any unfamiliar words should be
sounded out (if it is possible to do so). If not, then tell your
child the word.
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Encourage your child to tell you what they can see in the
picture, to tell you the first sound of that word and to see if
they can find that in the text.
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Ask your child to think of other words that mean the same
thing if they don’t guess the right word straight away.
Reading Daily
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When reading, your child should sound out any
unfamiliar words. Ensure that they sound out rather
than saying the letter names. If you are unsure of the
letter sound, then it is possible to hear the phonic
sound for each letter at
http://www.focusonphonics.co.uk/sound.htm
It is important that children say ‘s’ not ‘suh’ for
example, as ‘s’ ‘a’ ‘t’ can be blended but ‘suh’ ‘a’
‘tuh’ can’t.
If you have had to discuss a word, then see if your
child can spot that word again on the next page before
reading it.
Reading Daily
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Once you have read a text, there is a lot of value in
revisiting it – particularly if there were words missed.
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Ensure your child reads for only a few minutes each
day, gradually building up this time. If they are
disinterested, then don’t read their book with them at
that time.
Reading in Everyday Life
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Children should be encouraged to read in all
contexts, not just their reading books. They
can spot signs, use the pictures and the words
together to understand meaning and will
develop a good sense of the importance of
reading without even picking up a book!
Reading for Enjoyment
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Being a member of a library or buying
magazines for your child regularly will
increase their interest in reading. There are lots
of good children’s magazines available – most
with stickers or freebies – all of which can
provide a stimulus for your child to want to
read.
Questions to Ask – Reading Skills
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Can you tell me each sound in the word?
Can you blend them together?
What should you do when you get to a full stop?
Can you follow the reading using your finger?
Is there anything in the picture to help you work out
the missing word?
Read the rest of the sentence, what might the word
say?
Can you sound out the word in your head and then
just say the blended word out loud?
Questions to Ask - Comprehension
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What do you think is going to happen in the
book?
Who are the main characters / people?
What happened in the story?
How did the characters feel?
Have you ever done something like that?
Would you like to have done the same thing?
Questions to Ask - Comprehension
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What might happen on the next page?
What might happen next – after the end of the
book?
Why did the character do that?
Which character did you like best and why?
Any Questions?
Handwriting in Reception
Mark Making
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Writing begins with mark making. Children
wanting to pick up a pen or pencil and make
marks to which they attribute meaning.
Mark making can use large brushes, chalks,
paint, water, fingers in sand – anything where
they are forming shapes which will begin to
look like letters.
Developing Handwriting
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Children will be taught handwriting
throughout Reception.
We start by teaching the curly letters
c,o,a,g,d,q as these all start the same way.
We move on to tall letters and then tail letters.
The Reception team will send out the
Handwriting style.
Supporting your Child with
Handwriting
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The formation of the letters is vital as they will
learn to join these letters in Year 1 and are
expected to have a fluent writing style by the
end of Year 2
Please ensure you watch your child to make
sure each letter is being formed correctly.
Please complete the weekly handwriting
homework with your child.
Any Questions?