Transcript Phonics session for parents

Knutsford School
Phonics for Parents
Aims
• To share how phonics is taught at Knutsford.
• To develop parents’ confidence in helping their
children with phonics and reading.
• To teach the basics of phonics and some useful
phonics terms.
• To outline the different stages in phonic
development.
• To show some examples of activities and resources
we use to support phonics teaching.
• To give parents an opportunity to ask questions.
• To share websites which parents can use to support
their children.
Why teach phonics?
• The ability to read and write well is a vital skill for all
children, paving the way for an enjoyable and
successful school experience.
• Phonics helps children to develop good reading and
spelling skills.
e.g. ‘cat’ can be sounded out for reading and spelling
• We use a synthetic scheme called ‘Letters and
Sounds’ as our teaching resource. Jolly Phonics is
used for it’s kinesthetic approach and is follows to
the ‘Letters and Sounds’.
Daily Phonics
• Every day the children have a 20 minute session of
phonics.
• Fast paced approach.
• Lessons encompass a range of games, songs and
rhymes.
• We use the Letters and Sounds planning document
to support the teaching of phonics.
• There are 5 phonics phases which the children work
through at their own pace.
Lesson format
• In each year group, phonics lessons follow the same
format:
• Revise: the children revise previous learning.
• Teach: new phonemes or high frequency or tricky
words are taught.
• Practice: the children practise the new learning by
reading and/or writing the words.
• Apply: the children apply their new learning by
reading or writing sentences.
Phonic terms we teach your child
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Phoneme
Grapheme
Blending
Segmenting
Digraph
Trigraph
Phoneme frame
Sound button
Tricky words
CVC
When do we teach the 6 Phases?
Nursery and Reception
Phases 1, 2, 3 and 4
Year 1
Phase 5
Glossary
• Phoneme: the smallest unit of sound that is found
within a word.
• Grapheme: the spelling of the sound e.g. Th.
• Blending: putting the sounds together to read a word.
• Segmenting: breaking up a word into its sounds.
• Digraph: two letters that make one sound when read.
• Trigraph: three letters that make one sound.
• Tricky words: words that cannot easily be decoded.
• CVC: stands for consonant, vowel, consonant.
Phase 1
Phase 1 was designed to help children to:
• Listen attentively
• Enlarge their vocabulary
• Speak confidently
• Discriminate phonemes
• Reproduce audibly the phonemes they hear
Phase 1
Phase 1 includes games and activities that are based
on:
• Environmental sounds
• Instrumental sounds
• Body percussion
• Rhythm and rhyme
• Alliteration
• Voice sounds
• Oral blending and segmenting
Phase 1
Hunting for sounds in the school environment.
You could try this at home, in the garden, in the car…
Phase 1: helping at home
• Go on a sound hunt (see previous slide).
• Nursery rhymes, songs, action rhymes.
• Add sound effects to stories.
• Music and movement: rhythm, guess the instrument.
• Talking about sounds: listening walks, loud/quiet,
high/low, silly noises.
• Speaking & listening: silly sentences ‘Happy Harry
hops’, mimics, animal sounds.
Phase 2
• Phase 2 is the start of systematic phonics teaching
and learning.
• Children begin to understand grapheme - phoneme
correspondence.
• They begin to understand that words are
constructed from phonemes and that phonemes
are represented by graphemes.
Phase 2: phonemes
• In Phase 2 the children learn the first 19 phonemes:
Set 1: s a t p
Set 2: i n m d
Set 3: g o c k
Set 4: ck (as in duck) e u r
Set 5: h b l f ff (as in puff) ll (as in hill) ss (as in hiss)
• They use these phonemes to read and spell simple
‘consonant-vowel-consonant’ (CVC) words:
sat, tap, dig, duck, rug, puff, hill, hiss
All these words contain 3 phonemes.
Phase 2: graphemes
• Graphemes are the letters that represent
phonemes.
• Children need to practise recognising the grapheme
and saying the phoneme that it represents.
• The grapheme could be 1 letter, 2 letters or more.
t
ai
igh
Phase 2: blending
• In Phase 2 the children
begin to blend for reading.
They need to be able to
hear the separate sounds
in a word and then blend
them together to say the
whole word.
• They start with simple VC (vowel consonant)
words, e.g. at, it, is.
• They move on to CVC (consonant vowel
consonant) words. e.g. dog, cat, man.
Blending
/b/ /e/ /d/ = bed
/t/ /i/ /n/ = tin
/m/ /u/ /g/ = mug
Phase 2: segmenting
• In Phase 2 the children
begin to segment for
spelling.
• They need to be able
to hear a whole word
and say every sound
that they hear.
• Segmenting is the
opposite of blending.
Segmenting
bed =
tin=
mug=
/b/ /e/ /d/
/t/ /i/ /n/
/m/ /u/ /g/
Pseudo words
• Segment and blend these pseudo words:
drep
blom
gris
• Nonsense games like this help to build up skills –
and they are fun too! You may hear the children
refer to these as alien words or non-words.
Phase 2: digraphs
• The children are taught the term digraph.
• This means that the phoneme comprises of two
letters:
e.g. ll, ff, ck, ss
High frequency words (HFW)
• These are words that children will read a lot.
• The first 100 HFW have been put into Phases and
the children may bring these home to learn. These
are our ‘quick as a click’ words.
• In each phase there are decodable (can be
sounded out) and tricky words (can’t be sounded
out).
Tricky words
• There are many words that cannot be blended or
segmented because they are irregular, e.g.
the
was
said
some
you
Phase 3: Long vowel phonemes
• Children start Phase 3 once they know the first 19
phonemes and can blend and segment to read and
spell CVC words.
• They learn another 26 phonemes:
j, v, w, x, y, z, zz, qu
ch, sh, th, ng, ai, ee, igh, oa, oo, ar, or, ur, ow,
oi, ear, air, ure, er
• They use these phonemes (and the ones from
Phase 2) to read and spell words, e.g.
chip, shop, thin, ring, pain, feet, night,
boat, boot, look, farm, fork, burn,
town, coin, dear, fair, sure
Phase 3: trigraphs
• The children are taught the term trigraph.
• This means that the phoneme comprises of three
letters, e.g. igh, ear, ure. These make one phoneme.
• S-igh-t (sight) is a CVC word because it has 3
phonemes.
Phoneme frames
• The children often use phoneme frames to show they
can segment the phonemes in a word:
Phase 4: Consonant clusters
• Children start Phase 4 when they know all the
phonemes from Phases 2 and 3 and can use them
to read and spell simple words (blending to read and
segmenting to spell).
• In Phase 4 the children learn to read and spell
words with four or more phonemes.
• Phase 4 doesn’t introduce any new phonemes. It
focuses on reading and spelling longer words with
the phonemes the children already know.
• These words have consonant clusters at the
beginning: spot, trip, clap, green, clown
… or at the end: tent, mend, damp, burnt
… or at the beginning and end: trust, spend, twist
Phase 5
• In Phase 5 the children are taught new graphemes
for reading:
ay, ou, ie, ea, oy, ir, ue, aw, wh, ph, ew, oe, au,
a-e, e-e, i-e, o-e, u-e
• They learn alternative pronunciations of graphemes
(the same grapheme can represent more than one
phoneme):
fin/find, hot/cold, cat/cent, got/giant, but/put,
cow/blow, tie/field, eat/bread, hat/what,
yes/by/very, chin/school/chef,
out/shoulder/could/you
Learning all the variations (1)
• In Phase 5 the children learn that the same
phoneme can be represented in more than one way
– the sound is the same in each word but the
spellings are different:
burn
first
term
heard
work
Learning all the variations (2)
• The children also learn that the same grapheme can
represent more than one phoneme - the spellings
are the same but they sound different:
meat
bread
he
bed
bear
hear
cow
low
Split diagraphs
• We teach the children that sometimes the two letters
that make one sound are split:
tie
time
toe
tone
cue
cube
pie
pine
Year 1 spelling
• There is some cross over in Y1 with phonics and
spelling where children are securing their reading
and begin to focus on spellings and learning rules
for spelling alternatives. Children look at syllables,
base words, analogy and mnemonics.
• The children might learn about past tense.
• They might learn rules for adding ‘ing’ and ’ed’.
• http://www.twinkl.co.uk/resource/t-l-234-memorystrategies-for-spelling-display-posters-phase-6
Is there anything you can do at home?
y
e
s
How many words can you make?
• Pick one grapheme from each box to make up some
words.
m b s
a iu
t p n
• Decide if they are real words or alien words.
What if my child is finding it difficult?
• Remember, learning anything new takes practice - it
is the same with learning to read.
• Revisit phonemes-graphemes already learnt.
• Don’t do too much in one go - a small amount each
day is more helpful than the occasional
30 minutes.
• Remember, your child has had a full day
at school and may well be tired, so keep
it fun.
• Share books, looking at the pictures and listening to
your child read is valuable as it prepares children for
reading.
• Ask your child’s teacher if you need any further
advice.
Enjoy reading!
• REMEMBER: phonics is not the only thing needed
to become a fluent reader.
• Please continue to read with your child each night
and encourage them to:
- sound out
- re-read to check it makes sense
- use pictures for clues
- ask questions about the book
- and most importantly - ENJOY READING
Useful Websites
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www.phonicsplay.co.uk
www.sentenceplay.co.uk
www.ictgames.com/literacy
www.Oxfordowl.co.uk
www.mrthorne.com/home/phonics/letters-andsounds/
• http://www.familylearning.org.uk/phonics_games.ht
ml
Don’t forget…
Learning to read should be
fun for both children and
parents.
And keep practising
…it will get easier.
We hope you have found
this helpful.