Transcript Bears and Books

An introduction to reading and
phonics.
By Miss Clarkson and Mrs Radford
Consider how to ‘light a fire in (a child’s) belly
and ignite a passion for story that makes them
want to read’. - Bruce Potts
Develop an understanding of Phonics as a skill to
support the development of your child’s reading.
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A shower or a bath?
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Listen to stories together
Share story books, comment on the pictures,
join in with repetition, use expression!
Change stories and tell your own
Small world role play with figures
Acting
Sing nursery rhymes (and make up your own)
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Discuss vocabulary, alliteration, rhyming words
Be a role model
Provide a variety of reading materialsmagazines, leaflets, maps, fiction and nonfiction
Give reading a purpose whether it be for
enjoyment or reading the shopping list
Read and same story over and over and over
and over and over again!
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Teaching children phonics is not teaching
children to read. It is teaching them the skills
to decode words in order to read text.
Can you crack the code?
ΦΟ∐ ∐
𝛻∿ ⊍
Ο
ЅϨ ⩀∇Ϩ⩊ џΦ⊳⊳Φ
Knowledge of the alphabetic code
Skills of segmentation and blending
Phonics is a way of teaching the skills to read, write
and spell words based on hearing the sounds in words
and matching them to letters and letter patterns.
We use ‘posh’ words such as:
 Phoneme (sound)
 Grapheme (letter or sequence of letters)
 Digraph (2 letters that make 1 sound)
 Trigraph (3 letters that make 1 sound)
 Segmenting (splitting the word into sounds)
 Blending (putting the sounds together to make the
word)
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A phoneme is the posh word we use for a
‘sound. ‘
The phonemes are the spoken sounds that you
can hear within a word.
It is really important that the children are
using their phonemes for reading and writing
and not the letter names.
e.g. there are three phonemes in the word cat
c–a–t
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A grapheme is the letter or sequence of letters
that represent the phoneme (sound).
Sometimes a phoneme can be represented in more
than one way.
For example reading or writing the sound for ai
could be shown using these graphemes
ai
rain
ay
day
a_e
cake
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A digraph is a sound that is made up of two
letters
e.g. sh as in ship
ch as in chop
or as in thorn
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A trigraph is a sound that is made of three
letters
e.g. igh as in night
ear as in beard
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In recent years the way that we say some of
the sounds has changed.
Some of you may remember the days when the
letter ‘m’ was pronounced ‘muh’. Research has
shown, however, that this impacts children’s
writing and spelling.
When children tried to write the word ‘mat’
they wrote ‘muatu’. This is because they heard
the ‘uh’ sound at the end.
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Time to sit back and relax for a minute whilst
you see a demonstration of how the phonemes
are said.
Enunciation of Phonemes Video
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Long continuous sounds:
f
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l
m
r
s
sh
v
th
Short sharp unvoiced sounds:
c
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n
p t
ch
h
The hardest to pronounce clearly! Try to keep
them short…
b
d
g
w
qu
y
z
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During Phase One practitioners plan activities that will help
children to listen attentively to sounds around them, such as the
sounds of their toys and to sounds in spoken language. Phase
One begins in nursery and continues throughout the six phases.
 Environmental sounds – what can you hear? What sound is it like?
Let’s make that sound together.
• Body percussion
• Rhythm and Rhyme
• Alliteration
• Voice sounds – We’re Going on a Bear Hunt!
• Oral blending and segmenting – this is one of the most important
skills involved in reading and writing c-u-p cup!
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Phonemes are taught in this order
s a t p i n m d g o c k ck e u r h b f ff l ll ss…
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Why do we teach the sounds in this order and
not in the order of the alphabet?
Activity time!
Try to make as many vc and cvc words as you
can using these sounds:
a
b
c
d
e
f
g
h
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Share the words.
Now try the same activity using these
phonemes:
s
a
t
p
i
n
m
d
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Using just these 8 phonemes they can read and
write the following words:
at
it
is
sit
sat
pit
pip
sip
tip
sat
an
in
nip
pan
pin
tan
nap
tin
pat
am
man
mat
map
Pam
Tim
Sam
tap
dad
sad
dim
din
did
Sid
and
dip
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Once you teach the next set of phonemes (and
after just three weeks) they should be able to
read and write the following additional words:
(+g)
tag
gag
gig
gap
nag
sag
gas
pig
dig
(+o)
got
on
not
pot
top
dog
pop
God
Mog
(+c)
can
cot
cop
cap
cat
cod
(+k)
kid
kit
Kim
Ken
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Time to join in…participation is compulsory…your
children will love that you know how to do this! It
will also help you both when it comes to them
spelling words.
hat
bin
fun
ship
chip
goat
nest
jump
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What we have just been doing is something
called ‘segmenting’.
This means that we broke down each of the
words into their phonemes.
This helps your child when they are trying to
write the words they need.
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There are exceptions to the rules!
There are 300 high frequency (common) words that
recur frequently in much of the written material
young children read and that they need when they
write.
High frequency words have often been regarded in
the past as needing to be taught as sight words –
to be learnt as visual wholes. The vast majority of
these words are, however, decodable once letter
sounds have been taught.
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Tricky words are words that have unusual
spellings and need to be learned from memory.
It should be noted that when teaching these
words, it is important to always start with
sounds already known in the word, then focus
on the 'tricky' part.
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So why learn them if they are not decodable?
Research has 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
Decodable words
a
an
as
at
if
in
is
it
of
off
on
can
dad
had
back
and
get
big
him
his
not
got
up
mum
but
put
Tricky words
the
to
I
no
go
into
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In order to ensure that the children are decoding
using their phonics knowledge we introduce
nonsense words early on.
The children take part in a Government ‘Phonics
Check’ at the end of Year One. This checks their
decoding abilities when reading real and nonsense
words.
Children who do not pass at the end of Year One
retake the check in Year Two.
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Phoneme progression and graphemes continued
Set 6: j v w x
Set 7: y z zz qu
We then start teaching the digraphs and trigraphs
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Set 8: ch sh th ng
Teach: ai ee igh oa oo ar or ur ow oi ear air
ure er
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One of the games that we teach the children
during phase 3 is called Dots and Dashes.
When we teach reading during the phonics
lesson the children are encouraged to underline
the phonemes then blend them together.
speed
crayon
slight
toast
broom
foil
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Congratulations! You now know how to blend the
phonemes together to read words.
This is our main strategy when supporting reading
and encourage the children to use their finger to
point to the phonemes as they read.
We tell the children to read the sounds in the
order that they appear rather than by looking for
words within words (like we were taught).
When your child reads with you at home, please
encourage them to do this in the same way.
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Another game we play during phase 3 is called
phoneme frames.
The children are encouraged to segment the
words (remember your robot arms!) and place
them into the correct boxes for writing.
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It’s activity time again!
Word
Phonemes
l
bleed b
night
train
sport
shout
greed
ee
d
n
igh
t
t
r
ai
n
s
p
or
t
sh
ou
t
g
r
ee
d
Phase 3
Decodable words
will
see
that
for
this
now
then
down
them
look
with
too
Tricky words
you
he
they
she
all
we
are
me
my
be
her
was
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In Phase 4, no new graphemes are introduced.
The main aim of this phase is to consolidate the
children's knowledge and to help them learn to
read and spell words which have adjacent
consonants, such as trap, string and milk.
Phase Four is continued throughout reception.
Decodable
words
went
it’s
from
children
just
help
Phase 4
Tricky words
said
some
they
what
said
some
they
so
come
all
my
so
come
all
she
were
are
her
she
were
are
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That’s a glimpse of Phonics from September
to Reception Spring Term.
But remember, children will learn to love to
read through interaction, experiences,
excitement, awe and wonder, expression…
Remember – you use a shower for it’s
functional purposes, you bathe for luxury and
nurture.
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“Children who are regularly bathed in the
language of carefully crafted stories written
by authors who want to move, entertain and
inspire are likely to find it easier to create
imaginary worlds themselves.”