Transcript Phonics and Reading Powerpoint presentation Nov 12 2015

Phonics and
Early Reading
Presented by Natalie Pearson &
Leigh Gardiner
• 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
All these things will help to build up
connections in the brain, an enjoyment of
language and confidence to try things out.
Letters and sounds
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6 phases
Phase 1 – underpins everything
Phase 2 – 19 sounds
Phase 3
Phase 1
• Phase 1 is made up of 7 different areas:
– Environmental sounds
– Instrumental sounds
– Body percussion
– Rhythm and rhyme
– Alliteration (words that begin with the same
sound)
– Voice sounds
– Oral blending and segmenting
Phase 1
• Your child will be learning to:
– 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
Phase 2
• This is begun at the start of the
Reception year
• Introduce 19 letters
• Reading 2 syllable words
• Begin to learn high frequency ‘tricky’
words
Phonics
•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.
•Link it to your child’s interests.
Pronunciation
• http://www.youtube.com/watch?v=Bq
hXUW_v-1s
Saying the sounds
• Your child will be taught how to
pronounce the sounds (phonemes)
correctly to make blending easier
• Sounds should be sustained where
possible – eg sssss, mmmmm, ffff
• Avoid the ‘uh’ at the end eg b-uh, cuh
Phoneme
• The smallest unit of sound in a word.
• There are 44 phonemes that we
teach.
Grapheme
• Letters representing a phoneme
e.g.
c
ai
igh
Children need to practise
recognising the grapheme and
saying the phoneme that it
represents.
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’
• Sound buttons
Segmenting
• ‘Chopping Up’ the word to spell it
out – eg cat becomes c – a – t
• The opposite of blending
• Vital skill for spelling
Segment and Blend these
words…
•drep
•blom
•gris
Nonsense games like this help to build up
skills – and are fun!
Once children are good with
single phonemes…
• DIGRAPHS – 2 letters that make 1
sound
ll ss zz oa ai
• TRIGRAPHS – 3 letters that make 1
sound
igh dge
Segmenting Activity
• How many phonemes are in each
word?
• shelf
• dress
• sprint
• string
Did you get it right?
• shelf =
sh – e – l – f
• dress = d - r - e – ss
= 4 phonemes
= 4 phonemes
• sprint = s – p – r – i – n – t = 6 phonemes
• string = s – t – r – i – ng
= 5 phonemes
VC and CVC words
• C = consonant, V = vowel
• VC words are those consisting of a vowel and then
a consonant, eg: at, in, up
• CVC words follow the pattern consonant, vowel,
consonant, eg: cat, dog, pet
• Words such as tick or bell also count as CVC
words; although they contain four letters, they
only have three sounds
Tricky words
• Words that are not phonically decodeable
• e.g. the no to go I was
• Some are ‘tricky’ to start with but will
become decodeable once we have learned
the harder phonemes
• e.g. out, down,
Phase 3
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Learn the remainder of the alphabet
15 digraphs and 3 trigraphs
Letter names
Applying skills of blending and segmenting
to support reading and writing
• More tricky words and learn to spell them
Phase 4
• Continue to practise the sounds
learnt
• Learn how to read and write CCVC
words eg spin stop trip
• Tricky words – eg said so do have like
some were there little
How can I help?
• Sing an alphabet song together
• Play ‘I spy’
• Continue to play with magnetic letters, using some
two-grapheme (letter) combinations, eg: r-ai-n =
rain blending for reading
rain = r-ai-n segmenting for spelling
• Praise your child for trying out words
• Ask for a list of tricky words
• Create phonic games with a timer
• Play pairs
Now you have the
knowledge….
• Play lots of sound and listening games with
your child
• Encourage and praise – get them to have a
‘good guess’
How do children
learn to read?
Phonics
Sight vocabulary
How will we teach your
child to learn to read?
• Providing a rich literary environment.
• Daily phonics sessions – learning our
letters and sounds.
• Teaching of sight vocabulary.
• Guided reading.
• Read lots and lots of stories
• Using the pictures
• The balloon is blue
• Using their use of language.
‘On Monday he ate through one apple _________
he was still hungry.’
but
so
or
• Using their life experiences.
The dog is in the kennel.
What does reading at
home look like?
Walking through the book
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Find a quiet place to read
Your child will turn the pages
Talk about the front cover
Find the title
Talk about the pictures
Draw attention to any key words
Reading together
• In the early days, encourage your child to point to
each word
• How can you work out what the word is?
• Only encourage ‘sounding out’ if the word can
actually be sounded out eg cat.
• Reread the sentence to gain fluency and
understanding
• Encourage your child to use the picture clues to
help
• Pause to encourage your child to predict what may
happen next in the story
Pause, prompt, praise
• Pause when your child is unsure or hesitates for a
few seconds
• Allow time for the child to check the pictures and
the words to work out the meaning for themselves
• Then give a prompt – suggestions or clues that will
lead your child to the right word
• Praise all efforts – be positive and encouraging so
they will continue to try
After reading
• Talk about the book
• Sharing what parts of the story they
enjoyed
• As the books develop, discussing
characters, plot and alternative
endings
And lastly…
• Keep it fun…we want to develop a life
long love of books
• Keep reading to your child – anything
from books to menus to comics that
they are interested in