Transcript Phonics Workshop PPT

What is phonics?
Phonics
is
skills of
segmentation
and blending
+
knowledge of
the alphabetic
code
6 phases
Phase 1 in Nursery
Phase 2 and 3 in Reception
Phase 4 and 5 in Year 1
Phase 6 in Year 2
Carried on into KS2
s
d
u
ll
z
ai
ur
a
g
r
ss
zz
ee
ow
t
o
h
j
qu
igh
oi
p
c
b
v
ch
oa
ear
i
k
f
w
sh
oo
air
n
ck
ff
x
th
ar
ure
m
e
l
y
ng
or
er
Phase 1
Children will usually begin this phase during pre-school. Activities
are planned to help children listen attentively to the sounds around
them and to distinguish sounds in spoken language. Children need
time to listen to and join in with songs, rhymes and stories.
During Phase 1, children will be introduced to ‘sound talk’. The
separate sounds (phonemes) in a word are spoken aloud and are
then merged together into the whole word (blending). Blending is a
vital skill for reading.
Children will also learn to do this the other way round. The whole
word will be spoken, then broken up into its sounds in order e.g. the
word pen will become p-e-n. This skill is vital for spelling.
Ways to support your
child at home
Play games which encourage children to hear sounds within the environment e.g. I
hear with my little ear, something that sounds like sh sh sh and ask children to
guess what might be making the sound.
Play What’s in the box? Put some interesting objects into a box or a bag and pull
them out one at a time. Emphasise the first sound of object by repeating it e.g. ppp
parrot.
Say lots of rhymes together and make up your own alliterations e.g. ‘Lots of lovely
lemons’, ‘My mouth makes music’
Find objects around you home that have three sounds (phonemes) and practise
‘sound talk’ e.g. I spy a s-o-ck, I spy a p-i-g.
You can practise ‘sound talk’ during your daily activities e.g. say to your child put
on your c-oa-t, here is your f-or-k.
You can also make it fun by playing games e.g. Simon says put your hands on you h-
ea-d. Simon says touch your n-o-se.
Phase 2
Children will continue to practise what they have learned during
Phase 1 and ‘sound talking’ will be reinforced daily. They need
plenty of practice at doing this. During this phase children will
be taught the phonemes (sounds) and the corresponding letters
(graphemes). They will learn that some phonemes can be
represented by more than one letter e.g. ss as is hiss.
Children will be shown how to make words by using letter cards
and magnetic letters and reading word cards. They will also
begin breaking words into individual sounds for spelling.
Children will be taught to read and spell simple VC words
(consonant, vowel e.g. am, at, it) and CVC words (consonant,
vowel, consonant e.g. man, dog, bell).
Children will also be taught several tricky words: the, to, I, go, no
Ways to support your child
at home
Use magnetic letters to make words on your fridge or on a tin tray. Use
some of the letters taught in school (see the Reception Home Guide for
our week by week Phonics teaching) and have fun identifying the sounds
they know.
Begin to make little words using the sounds. As you select the letters say
the them aloud e.g. ‘d-i-g – dig’.
Try doing it the other way. Read the word, then break it up and move the
letters away e.g. ‘dig – d-i-g’.
Phase 3
During this phase the children will be taught more
graphemes, most of which are made up of two letters e.g.
‘ai’ as in rain. Using the newly taught graphemes, children
will practise blending and segmenting a wider set of CVC
words e.g. chip, ship, light, week, food.... Children will
begin to read and write simple phrases and sentences.
They will also be taught to read and spell the tricky words:
he, she, we, me, be, was, my, you, her, they, all.
During Phase 3, children will also learn the names of the
letters through singing the alphabet song.
Ways to support your child
at home
Sing the alphabet song together.
Play ‘I spy’ using letter names as well as sounds.
Continue to make words using the magnetic letters, but using the new
graphemes taught in school e.g. r-ai-n – rain (blending for reading), rain –
r-ai-n (segmenting for spelling).
Make it fun by setting a time and challenging them to spell a word against
the timer.
Play matching pairs with words. This is especially helpful when
practising tricky words. Don’t worry if they get some wrong. These are
hard to remember and they need plenty of practice.
Phase 4
Children will continue to practise previously
learned graphemes and phonemes and will also
begin reading CVCC words (consonant, vowel,
consonant, consonant) e.g. tent, lamp, toast and
CCVC words (swim, plum, spoon...)
They will be introduced to the tricky words: said,
so, do, have, like, some, come, were, there, little,
one, when, out, what.
Ways to support your child
at home
Practise reading and spelling CVCC and CCVC words, but continue to
play around with CVC words. Reading and spelling words they have
already worked with helps them feel successful.
Make up captions and write some simple sentences. Sentences could be
left around the house for children to find.
Look out for words in the environment which your child should be able to
read using the sounds they have learned in school. Work on reading
words together and remember to praise their efforts.
Phase 5 Phonics
Alternative Graphemes
The same phoneme (sound) can be written as different
graphemes.
Phase 3
Phase 5
ai (train)
ay (play)
ow (cow)
ou (cloud)
ee (tree)
ea (eat)
oi (coin)
oy (toy)
ur (purse)
ir (bird)
oo (moon)
ue (glue)
ew (new)
or (horn)
aw (jaw)
au (sauce)
w (wind)
wh (when)
f (frog)
ph (dolphin)
oa (goat)
oe (toe)
Split Diagraphs
Two letters that are split make one sound.
tone
time
Split Diagraphs
Just because a word ends in an “e” does not mean
it is a split diagraph.
e.g. have, come, house and some.
These words are on the tricky word list for this
reason.
Activities for Learning the New
Graphemes.
1)
Flashcards (time)
2)
Quick write (glitter, paint, shaving foam and sand). Children write the
3)
Hunts
grapheme or words with the grapheme.
Hide words with the grapheme in for children to decode.
Phonicsplay: Buried Treasure, Dragons Den and Obb and Bob.
Best Bet Spelling
Children have to choose the best bet grapheme for
spelling a phoneme.
e.g.
Best Bet
(Phonicsplay)
In the middle= a_e
At the end= ay
Other graphemes: ai, aigh, eight, ei, ey and ea.
Activities for Learning the
Best Bet.
Quick write (glitter, paint, sand and shaving foam).
Picture hunts.
Hide pictures for the children to find and spell using the best bet.
Use a dictionary.
To check spelling choices.
Shoot and score.
Throw a ball in a basket/ box. If they get it in they read the word with a particular phoneme in. If they miss they have to spell the word using the best bet.
Q: Why have you chosen that grapheme?
Alternative Phonemes
Learning that the same grapheme can have a
different phoneme.
For example:
The grapheme /i/ makes the phonemes /i/ and /igh/.
tin, pin, his, milk, wild, kind, blind, behind, remind.
Activities for Learning
Alternative Pronunciations
1)
Hunt for words and put them with the correct phoneme.
Hide words for the children to find. They then put them with the
correct phoneme.
2) Underline sentences with each phoneme.
e.g. The wild child did a trick.
3)
Call my bluff.
Show words with the grapheme. If telling the truth the children will
ring. If bluffing the children will make a no noise.
Alien / Nonsense Words
Used in the phonic screening to show the children’s
knowledge of phonics and that they can decode words.
It is important that they know it is non-sense.
Activities for Nonsense
Words
Phonicsplay (Buried Treasure, Dragons Den and
Obb and Bob).
Buried Treasure