Transcript Phonics workshop

Saint Teresa’s Catholic Primary School
Welcome to our Literacy meeting. We
will explain a little about Letters and
Sounds and our approaches to Literacy.
With your support your child will have had
lots of opportunities to :
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Have fun with sounds
Listen carefully
Develop their vocabulary
Speak confidently to you, other adults and children
Tune into sounds
Listen and remember sounds
Talk about sounds
Understand that spoken words are made up of
different sounds
Letters and Sounds Lessons
Phonics sessions take place from Nursery into Year Two
they are fun sessions involving speaking, listening ,
writing and reading.
 A multi sensory method is taken- through action, visual,
auditory and kinaesthetic approaches.
 We incorporate a variety of schemes into our teaching
including some Jolly Phonics, RWI, Phonics Play and
Espresso phonics. As well as teacher’s own imaginative
ideas !
 They are fast paced and usually about twenty minutes
long.
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PHASE 1
 There
are 7 aspects with 3 strands.
 A1
– Environmental
 A2
– Instrumental sounds
 A3
– Body Percussion
 A4
– Rhythm and rhyme
 A5
– Alliteration
 A6
– Voice sounds
 A7
– 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
Tricky Words
Your child will also have been taught several tricky
words; those that cannot be sounded out
 Eg: the, to, I, go, no
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Blending
The separate sounds (phonemes) are
spoken aloud, in order, all through the
word, and are then merged together into
the whole word.
The merging is called blending, and is a
vital skill for reading.
Eg: c-a-t = cat
Segmenting
Children will also learn to do this the other way round.
Eg: cat = c-a-t
 The whole word is spoken aloud and then broken up
into its sounds (phonemes) in order, through the word.
 This is called segmenting, and is a vital skill for spelling.
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Children will learn the phonemes (sounds) for a number
of letters (graphemes)
 They will also learn that some phonemes are made up of
more than one letter,
eg: /ll/ as in b-e-ll
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Your child will be taught how to pronounce the sounds
(phonemes) correctly to make blending easier
 Sounds should be sustained where possible (eg, sss,
mmm, fff)
 If not, ‘uh’ sounds after consonants should be reduced
where possible (eg, try to avoid saying ‘b-uh’, ‘c-uh’)
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PHASE 3
 Set
6: j, v, w, x
 Set 7: y, z, zz, qu
 Consonant digraphs: ch, sh, th, ng
 Vowel digraphs: ai, ee, igh, oa, oo, ar, or, ur, ow,
oi, ear, air, ure, er
 (Two letters one sound)
Tricky Words
Tricky words are also taught in Phase 3
 he, she, me, we , be, was, my, you, they, her, all, are
 They will also be learning to spell some tricky words
from phase 2.
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PHASE 4
This
phase consolidates all
the children have learnt in
the previous phases.
WHAT DOES A PHONICS LESSON
LOOK LIKE?
Revisit/review Revisit of phonemes taught so far.
Sound orchestra !
Teach
Teach new phoneme eg z
Practise
Reading words or spelling words eg
zip zig zag
Zip it up.
Did he zig zag and hop ?
Apply
Literacy Curriculum…
The children will be applying their letters and sounds
knowledge outside their phonics lessons, in shared
reading and writing, guided reading and writing and in
their own child initiated play.
 They receive a rich, literacy experience through a multi
sensory approach to text.
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How can I help ?
Sing an alphabet song together
Play ‘I spy’ games
Play with magnetic letters, using some two-grapheme (letter) combinations, eg: r-ain = rain blending for reading
rain = r-ai-n segmenting for spelling
Praise your child for trying out words
Play Bingo with tricky words
Work on home/school link letters and sounds work.
Let your child see you read- reading has a purpose eg cookery book, telephone
directory. You can read for pleasure eg newspapers, books and magazines.
Join the local library
Buy magazines and comics as treats
Encourage variety- comics, joke books, t.v. character books, topic books eg football,
racing cars.
Read books often to your child, bed time is often a good time.
Introduce book language- discuss page, cover, title etc.
Read rhymes and poems. Sing songs and nursery rhymes.
Encourage your child to re-enact stories they like through dressing up as favourite
characters or playing with miniature role play.
Have foam letters in the bath- use them to generate words.
Have magnetic letters on the fridge and make words.
Read to your child in your first language, it’s great to hear stories in the language
that is spoken at home.
Have favourite books, read the same story over a period of time, possibly one with
repetitive phrases, encourage your child to read along with you.