Transcript Phase 5 Phonics Presentation - St Bernadette Catholic Primary School

For Year 1 and Year 2 Parents
Session 2 of 3
Last session we looked at:
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Terminology
Why phonics is so important
The phases
The sounds themselves
Tricky and high frequency words
Non-sense words
A selection of phonics games
The importance of reading at home
Information about the Year 1 screening test
A list of resources
This is now on the school website, Year 1.
Terminology – how many did you
get?
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Phoneme - sound
Grapheme – written picture of the sound
Di-graph – 2 letters, 1 sound
Tri-graph - 3 letters, 1 sound
Split digraph – (P5) a digraph that is split by a letter
GPC – grapheme phoneme correspondance
CV – consonant vowel e.g. no
CVC – consonant vowel consonant e.g. cat
CVCC –e.g. best
CCVC - e.g.clap
Why phonics?
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Simple view of reading: decoding and blending
Writing
Hear, identify and manipulate sounds
26 letters in the alphabet but there are 44 sounds
5 vowels
A phoneme can be represented by one or more letters e.g.
sh, th, ee
 The same phoneme can be spelt in more than one way e.g.
rain, may, lake
 The same spelling may represent more than one phoneme
e.g. mean, deaf
The Phases 1 - 6
 Phase 1: phonological awareness (ongoing)
 Phase 2: s, a, t, p, i, n, m, d, g, o, c, k, ck, e, u, r, h, b, f, ff, l, ll, ss
 Phase 3: j, v, w, x, y, z, qu, sh, ch, th, ng, ai, ee, igh, oa, oo, ar, or,
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ur, ow, oi, ear, air, ure, er
Phase 4: read and spell CVCC, CCVC, CCV, CCVCC, CCCVCC
Phase 5: alternative graphemes and phonemes (more to come
next session)
Phase 6: spelling (year 2)
By the end of Year 1 the national average is Phase 5.
The national average for Year 2 is Phase 6.
video
This session we will look at:
Phase 5
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Alternative graphemes
Split digraphs
Best fit
Spotter Stories
Alternative phonemes
Tricky and high frequency words
Spellings
Non-sense words
A selection of phonics games and activities
The importance of reading at home
Information about the Year 1 screening test
A list of resources you can use
Phase 5: alternative graphemes (the
same sound can be represented by different graphemes)
The purpose of this phase is to broaden their
knowledge of graphemes and phonemes for use in
reading and spelling.
• New graphemes for reading: ay, ou, ie, ea, oy, ir, ue, aw,
wh, ph, ew, oe, au,
• Split-digraphs: a_e, i_e, e_e, u_e, o_e
Phase 5: Split digraphs
a_e, i_e, e_e, u_e, o_e
• A digraph in which the two letters are not adjacent e.g.
make
• I need some volunteers:
- tie
Phase 5: Split digraphs
a_e, i_e, e_e, u_e, o_e
• A digraph in which the two letters are not adjacent e.g.
make
• I need some volunteers:
- tie
time
Phase 5: Split digraphs
a_e, i_e, e_e, u_e, o_e
• A digraph in which the two letters are not adjacent e.g.
make
• I need some volunteers:
- tie
- toe
time
Phase 5: Split digraphs
a_e, i_e, e_e, u_e, o_e
• A digraph in which the two letters are not adjacent e.g.
make
• I need some volunteers:
- tie
- toe
time
tone
Phase 5: Split digraphs
a_e, i_e, e_e, u_e, o_e
• A digraph in which the two letters are not adjacent e.g.
•
-
make
I need some volunteers:
tie
toe
cue
time
tone
Phase 5: Split digraphs
a_e, i_e, e_e, u_e, o_e
• A digraph in which the two letters are not adjacent e.g.
•
-
make
I need some volunteers:
tie
toe
cue
time
tone
cube
Phase 5: Split digraphs
a_e, i_e, e_e, u_e, o_e
• A digraph in which the two letters are not adjacent e.g.
•
-
make
I need some volunteers:
tie
toe
cue
thee
time
tone
cube
Phase 5: Split digraphs
a_e, i_e, e_e, u_e, o_e
• A digraph in which the two letters are not adjacent e.g.
•
-
make
I need some volunteers:
tie
toe
cue
thee
time
tone
cube
these
Phase 5: Split digraphs
a_e, i_e, e_e, u_e, o_e
• A digraph in which the two letters are not adjacent e.g.
•
-
make
I need some volunteers:
tie
toe
cue
thee
?ae
time
tone
cube
these
Phase 5: Split digraphs
a_e, i_e, e_e, u_e, o_e
• A digraph in which the two letters are not adjacent e.g.
•
-
make
I need some volunteers:
tie
toe
cue
thee
?ae
time
tone
cube
these
came
• How many conversions can you think of e.g pie?
Which of these words contain a split
digraph?
Just because it has an e on the end doesn’t make it a
split digraph – what sound does it make?
 time
 spike
 come
 some
 made
 have
 bride
 shine
Which of these words contain a split
digraph?
 time 
 spike 
 come 
 some 
 made 
 have 
 bride 
 shine 
Activities to support the learning of new
graphemes:
 Flashcards
 Quick Copy – show a word, make it as quickly as possible with
magnetic letters etc.
 Countdown – have words on display, how many can you read in 1
minute?
 Sentence Substitution – substitute a word in a sentence
 yes/no questions
 choosing 3 right answers – which 1 is correct?
 spotter stories (more to come)
 give chdn nonsense words to write down – shows
knowledge of grapheme position
 make your own nonsense word (more to come)
Spotter Stories
 Find on internet, google phoneme spotter stories
 Make your own
 great if finished reading book
 Read the story and decide on an action to perform
every time they hear the target sound.
 Now, looking at the story and re-reading, underline
the target sound.
 Make a list of the underlined words and discuss which
graphemes represent the target sound in each word.
 sort the words into columns according to the
graphemes used to represent the phoneme.
Best bet, an example. Supports spellings – look at position
ee
ea
ey
y
e
Sheep
Feet
Meet
Keep
Need
Feed
Read
Bead
Lead
Plead
Cheat
Meat
Monkey
Donkey
Money
Chimney
Cockney
Funny
Lady
Crazy
Jesus
Game for generating nonsense words
How many ways can you think of writing ..... cheepou
You would say the word out loud with 1 written
example on display.
Write down as many different ways as they can think of.
Discuss position – is it likely to end in ‘ou’?
Phase 5: Alternative phonemes or
alternative pronunciations
•Children have already learnt the sounds
(phonemes) that graphemes make
• Now they will learn that sometimes the same
grapheme (letter/s) can represent a different
phoneme.
Examples of alternative pronunciations (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/acorn
yes/by/very
chin/school/chef
out/shoulder/could/you
Activities to support the learning of alternative
pronunciations for graphemes
•Word sort: sort words into sets according to the
sound the grapheme is making in each word.
•Homographs: look the same, pronunciation is worked out by context
Wind the bobbin up.
She will read it to her little brother.
The wind blew the leaves off of the trees.
You have to bow when you meet the queen.
He read about the frightening monster.
Robin Hood used a bow and arrow.
NOTE: encourage chdn to always use the sound they learnt first, first. is it a
real word? Try again with an alternative pronunciation.
Activities to support the learning of alternative
pronunciations for graphemes
Now it’s your turn:
Let’s play word sort with ‘ch’ words.
chick
chalet
chorus
chip
Charlene
headache
rich
much
chemist
brochure
Christmas
chin
machine
school
chest
Charlotte
Tricky and High Frequency Words
 These are taught along with the phases
 HF words: some are decodable however, there are some words
that you just cannot sound out!
 Should be able to read them before expected to spell them
 Some previously tricky become decodable in P5 e.g. like (a tricky
words from P4 which is now decodable)
 Not always the whole word that is tricky. Start with what you
know and highlight which bit is tricky.
- learn it
- rhyme or saying? e.g. said = Sally Anne is dancing
 Majority of 100 HF words are decodable by the end of P5.
Which bit is tricky?
Tricky words – Phase 5
Some P5 HF words contain split digraphs
Decodable High
Frequency Words
Don’t
Old
I’m
By
Time
House
About
Your
Day
Made
Came
Make
Here
Saw
Very
Put
Tricky High Frequency
Words
Oh
Called
People
Mr
Mrs
Could
Asked
Their
Looked
Next 200 common words
Spellings – the booklet is now on the school website
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Look. Cover. Check
Motor memory
Phoneme frames
Spelling booklet – activities
Headlines
That’s an Order
Super Sentences
Rainbow Words
Bubble Letters
Make a word search
Magnetic Letters
What a Load of Nonsense
 When you know all of the sounds you can sound out
anything!
 jeg
 wint
 kly
 lun
 groiks
 fowspring
Nonsense Words
 children just decode and say what they see – may be
more than 1 possibility
 ensures decoding is being used, no other strategies
 most reliable way to assess phonetic knowledge
 important they know it is nonsense and doesn’t have
to make sense.
The Year 1 Reading Screening
 Beginning of June – date to follow (wc 17th June??)
 20 non-sense words
 20 real words
 Spanning the 5 phases
 32/40 is the pass mark
 Re-sit the following year
Please take a look at last years booklet.
Making it Fun
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Freddy Fingers – how many sounds are in a word
Cross the river – cross the river if you have ‘ee’
NSEW – 4 sounds/words around the room/garden
Rubbish or treasure? - sort words
Robot speak
What’s in the box? Match the word to the picture
Sound hangman – using dots and dashes
How many can you read/write in a minute?
Make an alien/superhero with a nonsense name!
Make oi soup – sorting – can choose any grapheme you like
Act it out! Or sound shirades! “can you (show the word)”
Ask your child – they will know how to play.
Making it Fun cont
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Spelling Who wants to be a millionaire (PPP)
Rhyme it – target word e.g. feet, how many can you write in 1 min?
Rhyming word generation – same as above but sort into columns
Practising writing sentences (based on above?)
Speedwrite – choose a tricky word e.g. people. Discuss what bit is
tricky, how could you remember it? rhyme? Now, write it as many times as
you can in 1 min (motor memory)
 Which is which? use words that get muddled up. Say a sentence
containing 1 of the words get chdn write down correct spelling. (e.g.
wear/where/were; to/two/too; here/hear; there/their/they’re; of/off)
 Make the grapheme from playdough
The Importance of Reading at
Home
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Research shows that a child should read at home.
Reading to your child is just as important!
It doesn’t just have to be books...
Going back to the simple view of reading – it’s more
than just sounding out.
Read their reading book?
Look at other materials – spotter stories
Discuss the book: favourite page/character
Phonics detective! Fill in a ‘best fit’ sheet.
What you write can really help.
Resources
 School’s website http://www.stbernadette.herts.sch.uk
 www.letters-and-sounds.com
 Phonics play website
 Laurence Haines – spld base in Watford. Free letters
and sounds resources. Games, activities etc.
http://www.lhaines.herts.sch.uk/spldbase/index.html
Next Time
There is a 3rd session scheduled for Thursday morning.
It will be with your child in my class and it’s an
opportunity for you to practise what you have learnt by
playing some on the games and activities mentioned
with your child.
Any
Questions?
Or
anything from last session?
I hope you have found today
useful.
I hope to see you next
time.