Transcript Phun with Phonics! - Ightham Primary School

Phonics and Reading Workshop
Acorn Class – Miss Cook
Ightham Primary School
November 2016
What is a phoneme?
It’s a unit of sound.
How many sounds in cat?
cat
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How do we teach it?
• Learning through actions, pictures, stories and sounds.
• We concentrate on teaching the sounds – letter names are taught
alongside the sound.
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
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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
Phase 3
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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
• Taught from next week.
Phase 4
• This phase consolidates all the children have learnt in
the previous phases.
• This phase will be covered near the end of the
academic year.
Phase 5
• Children will be taught new graphemes and alternative
pronunciations for these graphemes.
• Vowel digraphs: wh, ph, ay, ou, ie, ea, oy, ir, ue, aw, ew, oe,
au
• Split digraphs: a_e, e_e, i_e, o_e, u_e
• This is predominantly taught within year 1
Phase 6
• The focus is on learning spelling rules for suffixes.
-s -es -ing -ed
-er -est -y
-en
-ful -ly -ment
-ness
• This is taught predominantly within year 2 and will continue
throughout key stage 2 through SPaG.
Making words
• Once children know these sounds we can start making words.
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sat
pin
nip
sit
pit
pat
pip
sip
Where it gets a bit tricky…
• There are 42 phonemes to teach in total.
• Some of these phonemes are made up of more than one letter
including…
• ai as in rain
• oa as in boat
• sh as in shop
• ff as in puff
• Theses are called digraphs – the children are taught this word to
help with sound recognition.
Using these sounds
Children are taught to ‘sound talk like a robot…’
•Robot arms – movement for each sound
•Segment the word
•Clap to blend the word – push words together to hear the
word
Have a go yourself…
f a n
Sound Buttons
• Children are taught to draw sound buttons under sounds during this
early stage.
dog
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Puff
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This supports sound recognition.
Tricky Words
• Researcher shows that learning just 13 of the most frequently
used words will enable children to read 25% of any text.
• Learning 100 high frequency words gives a beginner reader access
to 50% of virtually any text, whether a children's book or a
newspaper report.
• When you couple sight recognition of common and tricky words
with knowledge of phonics, that's when a child's reading can
really take off…
Phase 2
Tricky words – words that cannot be sounded out and must be
learned through recognition
• the
• to
Train your brain strategy!
1. Identify the sounds – draw sound buttons
• I
2. Identify the tricky part – the part of the word that
doesn’t sound like it should!
• no
3. Blend these sounds together.
4. Move onto sight recognition once familiar with
• go
word.
• into
Phase 2 Decodeable Words
High frequency words that can be sounded out that are taught to be
recognised by sight
Example…
• a
• and
• if
• is
• mum
• dad
• can
Support with Early Reading
EYFS Curriculum
We are working towards the Early learning goal for end of
reception and into Year 1…
“Children read and understand simple sentences. They use phonic
knowledge to decode regular words and read them aloud
accurately. They also read some common irregular words. They
demonstrate understanding when talking with others about what
they have read.”
Tips for Reading
• Reading daily – remember a good 10 minutes is much better than a difficult half hour!
• Choose a time when you can be relaxed and give your undivided attention – away from
the television
• Praise what your child can do – build confidence at every opportunity
• Make it enjoyable for both of you – enjoy the book, it’s not just about getting the words
right
• Remember – there are many sources of reading other than books brought home from
school – all printed words are for reading
• Re-reading is really important! Even if your child seems to have memorised the book word
for word, continue to encourage sounding out and blending to read the words, as this is a
skill we are developing within your child ready for year 1.
Discussion is Key
• Spend time talking and looking trough the book before you start to share it
together.
• Talk about how the cover will tell you the title; the pictures are clues of the story
sequence.
• Discuss characters e.g. how do they feel, what kind of person are they? How do
they know this?
• Predict what will happen next – why do they think this?
• Being able to express preferences - favourite part of a story, which characters
they liked or disliked, why they found a story funny or exciting or boring and
why.
• Encourage your child to concentrate on the meaning of what she/he is reading
and to make a sensible guess at an unknown word
“Use Your Phonics”
• Once they can recognise letter sounds they can begin to blend sounds
together. It takes lots of practice and demonstration from adults.
• Initially only ask your child to sound out CVC words
• Remind your child how Tricky words cannot be sounded out easily and
need to be remembered.
• If your child is unsure of how to read a word, encourage them to ‘use
their phonics’ – emphasise recognising letters and their sounds, sound
talking the word and blending these, recognising digraphs.
• On occasions select a sentence from their book copy it out
and cut it up. Then ask your child to rearrange the sentence.
• On another occasion ask them to count the tricky words on
the page.
• The children will begin to develop confidence predict words
and begin to self correct (I is, I am) showing an awareness of
the grammar of a sentence.
Questioning
The adult should pose exploratory questions to help the children develop sound comprehension of the
text. For example…
• What do you think is happening here?
• What part of the story do you like the best?
Reasoning…
• What makes you think that?
• How do you feel about that?
• Can you explain why?
After reading it is vital children have time to respond to the text.
• What part of the story did you like the best?
• Who was your favourite character?
• Why do you think this?
Remember…
• Children develop at different rates. They may appear to make no progress
for some time, then things will suddenly begin to click, and they can
make rapid progress. After a while this progress is likely to plateau out as
children consolidate their learning.
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Daily reading
Encouragement
Praise
Model reading
Helpful Websites
• Phonicsplay - http://www.phonicsplay.co.uk/freeIndex.htm
• Ictgames.com/literacy
• Twinkl parents section - http://www.twinkl.co.uk/resources/parents-nursery-and-reception-35/parents-reading-and-writing/parents-reading-and-writing-phonics
• Bbc.co.uk/schools/bitesize/ks1/literacy
• Bbc.co.uk/schools/wordsandpictures
• Kidzone.ws/phonics
• Primaryresources.co.uk/English
• Bugclub.co.uk
• Starfall.com
• Familylearning.org.uk/phonics_games
• Letters and sounds - http://www.letters-and-sounds.com/
If you need any more ideas for support or guidance please come and ask me 
Thank you! 
• Thank you for showing your enthusiasm for your child’s
learning by coming to this workshop
• We want to work together to provide the best learning for
your child
• Questions?