Transcript Phonics

Phonics
Most important thing – From a
very early age…
• Talking and Listening.
• Reading with and to your
child
• Playing listening games
• Singing songs and rhymes
• Simple movement games
Essentials
• Correct pronunciation
• Correct vocabulary
• We all need to use the same
language at home and at school.
• Little and often is the key. Does
not have to be formal (in school
it is every day for 20 mins)
• Link it to your child’s interests.
Phase 1
Phase one of letters and sounds programme
is all about developing your child’s listening
skills and most of this is done through
rhymes and listening games.
The programme is
divided into 7 aspects
and 3 strands
The Seven aspects.
1. General sound discrimination-environmental
sounds.
2. General sound discrimination-instrumental
sounds.
3. General sound discrimination- body
percussion.
4. Rhythm and rhyme.
5. Alliteration
6. Voice sounds.
7. Oral blending and
segmenting.
The 3 strands
Each aspect is divided into three strands:
• Tuning into sounds.
• Listening and remembering sounds.
• Talking about
sounds.
About the activities
All the activities within the programme help
children to
• Listen attentively
• Enlarge their
vocabulary
• Speak confidently
• Discriminate phonemes
• Begin to segment words
Games in aspects 1-4
Some of the games and activities in
aspects 1-3 are going for listening
walks, playing sound lotto games,
making up sound stories, guessing
instrument sounds, making up actions
to go with songs, follow the leader
games and singing rhymes.
Later in aspect 4 we play lots of rhyming
games, rhyming bingo, finish the
rhyme and guess the odd one out.
Games in strands 5-7
Strands 5-7 focus children on hearing
and recognising letter sounds.
• Playing I spy games, finding objects
with the same initial sound, using
mirrors to see how their mouth makes
each sound.
• Making long/short sounds, animal
sounds and using different voices.
• Making teddy talk, crossing the river
games, feely bag games.
Phase 2
Learning 19 letters of the alphabet and one
sound for each.
Set 1:
Set 2:
Set 3:
Set 4:
Set 5:
s
i
g
ck
h
a
n
o
e
b
t
m
c
u
f
p
d
k
r
ff
l
•Blending sounds together to make words (reading).
•Segmenting words into their separate sounds (spelling).
•Beginning to read simple captions.
ll
ss
BLENDING
Recognising the letter sounds in a
written word, for example
c-u-p
and merging or ‘blending’ them in
the order in which they are written to
pronounce the word ‘cup’
SEGMENTING
• ‘Chopping Up’ the word to spell it
out
• The opposite of blending
• Use your
‘ROBOT ARMS’
TRICKY WORDS
• Words that are not phonically
decodeable
• e.g. was, the, I
• Some are ‘tricky’ to start with
but will become decodeable once
we have learned the harder
phonemes
• e.g. out, there
Phase 2
Tricky Words!
the
no
in
I
to
is
at
go
it
and
Phase 3
Set 6:
Set 7:
ch
sh
th
ng
ai
ee
igh
oa
oo
chip
shop
thin/then
ring
rain
feet
night
boat
boot/look
j
y
v
z
w
zz
ar
or
ur
ow
oi
ear
air
ure
er
x
qu
farm
for
hurt
cow
coin
dear
fair
sure
corner
Phase 3
Tricky Words
he
to
I
be
you
all
she
no
we
was
they
are
the
go
me
my
her
The Process
Revisit/Review
Practise previously learned phonemes (sounds), graphemes (letters) and tricky words
Teach
new phonemes,graphemes and tricky words
Practise
blending to read and segmenting to spell
Apply
Read or write a caption or sentence using phonics and tricky words
Phase 4
No new sounds are taught in this phase.
Children learn to blend (read) and segment (spell):
• longer words with adjacent consonants
e.g. swim, clap, jump
• two-syllable words
e.g. lunchbox