Transcript phonics evening Final Powerpoint

Session Outline
• Background and importance of phonics
• What is phonics?
• Structure of phonics teaching
• Progression through the phases
• Ideas for supporting phonics
Background to Phonics
• Following Government guidance called Letters
and Sounds
• The Intention is to “…equip children who are 5
with the phonic knowledge and skills they
need to become fluent readers by the age of
7.”
• By the end of Year Two children should have
completed phase 6.
• Phonics is crucial, as it aids the early reading
development of children.
Blending
• Blending is the process of saying the
individual sounds in a word and then
running them together to read the
word. E.g d- o- g and making dog.
• Some sounds (digraphs) are
represented by two letters, such as
sh.
• Some words in English have an irregular
spelling and cannot be read by blending,
such as said, was and one. These are
called the ‘tricky words’.
Segmenting
• The easiest way to know how to spell
a word is to listen for the sounds in
that word.
• Take care with digraphs. The word
fish, for example, has four letters
but only three sounds, f-i-sh.
• Rhyming games and poems help here.
Structure of Phonics
• Daily for 20 to 25 minutes.
1. Revisiting and revising previous
sounds and tricky words.
2.Teaching a new sound or spelling.
3. Practise reading and spelling the new
sound.
4. Apply the new sound by reading and
writing sentences using words
containing the new sound.
Progression
• End of year 1 the children will
complete a Phonics Screening test.
• Results of the screening check help
to inform the teachers of any gaps in
their phonics knowledge that need to
be addressed.
• However, all children progress
through the 6 stages.
Phase One
• Children develop their ability to
explore, recognise and create sounds
in the world around them.
• Children begin to understand the
importance of sounds and how to
distinguish between them.
Phase Two
• At this point the children are
introduced to the majority of the
sounds in the alphabet.
• Children learn sounds not in
alphabetical order.
• The children begin to learn a small
selection of sounds which they begin
to apply.
Phase Three
• Children are taught one grapheme for
each of the 44 phonemes.
• Children continue to learn to link
sounds to letters, naming and
sounding the letters of the alphabet.
• Recognise common digraphs such as
‘th’ and trigraphs ‘igh’.
• Children are
taught
to read and spell
Phase
Four
words containing consonant clusters.
• Children will be able to blend and
segment consonant clusters in words
and apply this skill when reading and
spelling.
• Children will move from CVC words
such as ‘pot’, to more complex words
such as ‘crunch’.
Phase Five
• Children learn to recognise and use
alternative ways of pronouncing the
graphemes and spelling the phonemes
already taught.
• Children will learn to use these
alternative ways of pronouncing the
graphemes (e.g. the ‘c’ in coat and
city).
• Children begin to recognise an
increasing number of high frequency
words automatically.
Phase Six
• Children develop their skill and ability to
read words automatically in reading and
spelling.
• They will apply phonic knowledge to
recognise and spell an increasing number
of complex words.
• Children will be able to read an increasing
number of high and medium frequency
words independently and automatically.
• At this stage we move onto other areas
including suffixes and syllables.
Ideas for Phonics
Activities
• Sound Buttons:
fish –
f – i – sh
lunch –
l – u –n - ch
Your turn…
• Can you add the sound buttons to the
following words…
•
•
•
•
chip
church
scream
paintbrush
Ideas for Phonics
Activities
• Phonics Play:
http://www.phonicsplay.co.uk/
Let’s have a go at the Obb and Bob
game!
Thank you for coming!
Please take time to explore
the resources and to ask any
questions.