Transcript Phonics workshop for Parents - Holy Trinity Sunningdale

Finding Out About Phonics
Holy Trinity CE Primary, Sunningdale
Getting children ready for reading
From a very early age…
• Talking and Listening.
• Reading with and to your child
• Playing listening games
• Singing songs and rhymes
• Simple movement games
All these things will help to build up
connections in the brain, an enjoyment
of language and the confidence to try
things out.
Being a successful reader
Two main skills:
Phonics – decoding by blending the sounds in words to
read them
Language comprehension – understand what the word
means within the context it appears
Language development
and phonics working
together supports
reading development.
Phonemes and graphemes
• 26 letters of alphabet
• These letters and combinations of these letters make 44 sounds
• Speech sounds- phonemes- the smallest units of sound in words
• Letters or groups of letters- graphemes
• Phonemes can be represented by graphemes of one or more letters:
t
sh
igh
explore and experiment with
Phase 6
Preliminary work on general
sounds and fun phonics
Children firmly in Phase 3 by end
YR
Children firmly in Phase 5
Phase 5
• can use various ways of pronouncing and spelling the graphemes
corresponding to long vowel phonemes e.g. ay, ai, a-e play, pain
• can read phonically decodable two and three syllable words
• can spell complex words using phonically plausible attempts
Beginning Y2 continuing
into Y3
Phase 4
Phase 3
Phase 2
Phase 1
(7 Aspects)
•
•
•
•
• can blend adjacent consonants in words and apply this when reading unfamiliar
texts
• can segment adjacent consonants e.g. spoon, cried, nest
• can read some polysyllabic words
• know one grapheme for each of 44 phonemes
• know the letter names
• hear and say sounds in order in which they occur in a word
• read and spell a wide range of CVC words using all letters and less frequent consonant
digraphs, double letters and some long vowel phonemes e.g. sheep, goat.
• read two-syllable words and captions
• know that words are constructed from phonemes and phonemes are represented by graphemes
• know small selection of common consonants and vowels, can blend for reading and segment for
spelling vc and cvc words e.g. pot, top, sat tap
show growing awareness and appreciation of rhyme, rhythm and alliteration
distinguish between different sounds in the environment and phonemes
explore and experiment with sounds and words, discriminating speech sounds in words
beginning to orally blend and segment phonemes
Phase 1 continued
by end of Y1
Awareness of rhyme and alliteration; distinguish between different environmental sounds and phonemes;
sounds and words
Colour codes
• apply phonics skills and knowledge to recognise and spell an
increasing number of complex words
• are secure with less common grapheme/phoneme
correspondence and recognise phonic irregularities
Blending
• Recognising the letter sounds in a written word, for example
c-a-t
and synthesising or blending them in the order in which they are written to
pronounce the word ‘cat’
Not cuh-a-tuh
Segmenting
• ‘Chopping Up’ the word to s p e ll it out
• The opposite of blending
Some very simple prompts to help the child to check if he is using these sources
of information :
Does that make sense?
Does that sound right?
Does that look right?
Tricky words
 Words that do not decode phonetically
e.g. was, the, here
 Some are ‘tricky’ to start with but will become easier to decode once a
broader range of phonemes have been learned
e.g. out
Some words need to be learned by sight e.g. one
These and high frequency words are the words we will check in the
children’s little purple word books. They will receive a new list once
they can read all the words without having to sound the word out.
Year 1 Phonics Screening Check (June 2016)
• designed to give teachers and parents information on
how the child is progressing in phonics
• two sections in this 40-word check and it will assess
phonics skills and knowledge learned through
Reception and Year 1. Takes 5-10 minutes per child
• It is a school-based check to make sure that the child
receives any additional support promptly- practice
time is given, it is not stressful for children.
Supporting developing readers- once children
are secure with early reading skills:
• Check for fluency and use of punctuation;
• Ask children to predict what unfamiliar words might mean- read the
whole sentence to put the word in context;
• Talk about text layout especially in non- fiction texts;
• Record difficult words to practice again;
• Support children with inference and
deduction e.g. Why do you think that? How do you know?
• Ask children to summarise main points ;
• Begin to ask more questions on text linked to
character, setting etc
• Moving on from ...
Learning to read to reading to learn.
Reading for Pleasure
• Remember variety of reading: comics, picture books, magazines
linked to interests, computer research/activities, audio CDs as talking
books;
• Library resources and story sessions;
• Books as presents;
• Oral story-telling;
• Old favourites- are familiar, can be acted out, re-told, illustrated etc.
Any questions?