Transcript Phonics Parent Presentation

Letters and Sounds
Phonics information for Parents
October 2012
Phonics Consists of:
• Identifying sounds in spoken words
• Recognising the common spellings of
each phoneme
• Blending phonemes into words for reading
• Segmenting words into phonemes for
spelling
Key Vocabulary
• A phoneme you hear
• This is the smallest unit of sound
in a word
• A grapheme you see
• These are the letters that represent
the phoneme
• Digraph - 2 letters making one sound
(ee in need)
• Trigraph - 3 letters making one sound
(igh in night)
• Split digraph - Where the two letters are not
adjacent ( a-e in cake)
Blending (for reading)
• Recognising the letter sounds in a written
word e.g. c-u-p sh-ee-p
• Merging them into the correct order to
pronounce the word cup and sheep
Segmenting (for spelling)
• Segment words into graphemes in order to
write:
• E.g. sheep – sh-ee-p
looking – l-oo-k-i-ng
Letters and Sounds
• Letters and Sounds is divided into six phases, with
each phase building on the skills and knowledge
of previous learning. Children have time to
practise and rapidly expand their ability to read
and spell words
• These phases are set out in the Letters and
Sounds document
• The children often work in groups within the phase
that is appropriate to their level of learning
Phase 1
• To develop children’s listening skills and awareness of
sounds in the environment
• To experience and develop awareness of sounds made
with instruments and noise makers
• To develop awareness of sounds and rhythms
• To develop awareness of rhythm and rhyme in speech
• To develop understanding of alliteration
• To distinguish between the differences in vocal sounds,
including oral blending and segmenting
Phase 2
•
•
•
•
•
Set 1 - s, a, t, p,
Set 2 - i, n, m, d,
Set 3 - g, o, c, k,
Set 4 - ck, e, u, r,
Set 5 - h, b, f, ff, l, ll, ss,
• Blending for reading and segmenting for
spelling simple cvc words
Reading Phase 2 words
him
sock
puff
sell
pass
dog
Phase 3
• Letter Progression:
• Set 6 - j, v, w, x
• Set 7 - y, z, zz, qu
• Graphemes:
• ch, sh, th, ng, ai, ee, igh, oa, oo, ar, or, ur,
ow, oi, ear, air, ure, er
Phase 3 continued
• Reading and spelling a wide range of cvc
words
• Practising blending for reading and
segmentation for spelling words containing
digraphs and trigraphs
Reading Phase 3 words
shop
rain
boat
cow
dear
corner
Phase 4
• This is a consolidation unit. There are no
new graphemes to learn
• Practising blending for reading and
segmentation for spelling CVCC (tent) and
CCVC (from) words
Phase 5
• Graphemes:
ay, ou, ie, ea, oy, ir, ue, aw, wh, ph, ew,
oe, au, a-e, e-e, i-e, o-e, u-e
• Alternative pronunciation of graphemes:
i, o, c, g, u, ow, ie, ea, er, a, y, ch, ou
For example ow in cow and blow
Phase 5 continued
• Teaching alternative spellings for
phonemes
• j = dge in fudge and hedge
• n = kn in knit and knot
Pseudo words
• Pseudo words are nonsense words. We
often call these ‘alien words’ in school
• We practise reading these in school to
assess grapheme recognition and
blending skills
• For example: pim; dar; shreb; whemp
Phase 6
• Recognising phonic irregularities and
becoming more secure with less common
grapheme – phoneme correspondences
• Applying phonic skills and knowledge to
recognise and spell an increasing number
of complex words
Phase 6 continued
• Introducing and teaching the past tense
• Investigating and learning how to add
suffixes. For example -ing, -ed, -er, -est
• Finding and learning the difficult bits in
words
Tricky words and HFW
• In addition to this, each week the children
learn ‘tricky’ spelling words (those that are
not spelt phonetically) and high frequency
words (HFW)
• Tricky words, for example he, she, we, me
• HFW, for example and, in, on
Supporting your child at home
• Enjoying a book together
• Using the sound mats in the weekly
planner
• Practising spellings (KS1)
• Using magnetic letters
• Sound talking or robot talking
‘I spy a p-e-g’