Transcript Phonics 2016 2

Terminology – do you know what
these words mean?
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Vowel
Consonant
Digraph
Tri-graph
Split-digraph
Phoneme
Grapheme
Blend
Segment
Hiltingbury Infant School
Thursday 14th January 2016
Introduction
• You are your child’s first teacher.
• From a very early age your child will
experience a wide range of activities to
develop their reading and writing.
• We need to work in partnership to build on
and develop your child’s learning of phonics.
Letters & Sounds
• The materials build on the approaches, games and
activities from previous programmes and reflect
the principles of high quality phonic teaching.
• The programme is divided into six phases.
• It is taught on a daily basis.
• The children are taught to decode real words and
nonsense words that we call ‘alien words’.
The 44 phonemes
Letters & Sounds
- a multi-sensory approach
What is covered in Phase One?
• Phase One complements a broad and
rich language curriculum. There is
an emphasis on oral work, developing
children’s language structures,
vocabulary and phonological
awareness.
Phase 1
• The overarching aim of Phase One is to encourage
children to listen carefully and talk extensively
about what they hear, see and do.
• Phase 1 is divided into 7 aspects
The first three aspects are to help children with
General sound discrimination
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Aspect 1
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Aspect 2
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Aspect 3
Environmental sounds
Instrumental sounds
Body percussion
Phase 1
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Aspect 4
Aspect 5
Aspect 6
Aspect 7
Rhythm and Rhyme
Alliteration
Voice sounds
Oral blending and segmenting
• Phase One type activities continue well beyond the
introduction of Phase Two.
Systematic high quality phonics –
Phase Two-Six
• Introduction of grapheme–phoneme (letter-sound) correspondences
begins at Phase Two and this is the point at which a programme of
systematic phonic work should begin. e.g s,a,t,p,i,n,
• By the end of Phase Three children should know one grapheme for
all the phonemes in spoken English; e.g oa,oi,ee,igh
• At Phase Four they should be able to read and spell words containing
adjacent consonants; e.g bl, cr, tw, tr . Such as ‘t r a p ‘ or d r ai n.
• At Phase Five, children begin to recognise and use alternative ways
of pronouncing the graphemes and spelling the phonemes they have
been taught; e.g ea,ee,ey,e,e_e. Or as g and j
• At Phase Six they develop skill and automaticity in reading and
spelling.
e.g children being word detectives to find suffixes and prefixes such
as ‘ly’, ‘ment’, ‘ness’ or un…..and dis…at the beginning or end of words.
Phase 2
Phase 3
Phase 5
Phonics Screening Test in the Summer Term
in Year 1
Alien words
An example of the words in the test
Real words
strom
moist
gloof
shrub
pleeg
pumpkin
yibe
clube
fighting
fuel
Is there guidance on teaching
High Frequency Words?
• There is specific guidance on teaching High
Frequency words.
• They are divided into 2 categories,
-decodable words e.g. an, dad, down, went
-‘tricky’ words e.g. the, was, they, said
- Children learn to read the ‘tricky’ words in many
ways e.g playing games such as bingo or playing
matching pairs to help them learn to read these
from sight.
Ways to support your child at home
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Look in book bags for your child’s home learning or on the windows of Year R for the
Phonic focus. Also look on DB Primary for games your child can play to support the
phonics that they have learnt that week.
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It is essential that phonemes are correctly pronounced in order for children to blend
words successfully. Please ask class teachers if you are unsure how to pronounce the
phonemes given.
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Play Bingo – either with their tricky words or with words containing their weekly
phonemes.
Play Hangman using the sounds not letter names
Play pairs – matching the same words with the focus phoneme.
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Ask your child to find you 3 things around the house with the focus phoneme in. Give
them a time allowance e.g. 1 minute. Or they could play with a brother or sister to see
who can get the most words.
Practise writing the words in different colour felt pens.
Put words containing their phonemes or tricky words into a sentence. They can write
the sentence down themselves or tell it to you to write down for them.
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How many alien words can they say or spell in 1 minute with the focus phoneme?
Use magnetic letters to write different words containing the focus phoneme. Could
they change the word by changing 1 letter e.g. change paid to maid or hat to bat etc.
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Squirters- Using water bottles filled with water squirt on the ground or the
wall to make words or graphemes.