Transcript KS1 Parent evening phonics and spelling 25th Nov 2015

KS1 Parents’ Information
Session
November 2015
Welcome!
Agenda:
• Phonics
• Spelling
Phonics
Learning Letter Sounds
Learning to read and write is complex!
•Spoken English uses 40+ sounds: phonemes.
•These phonemes are represented by letters:
graphemes.
In other words…
a sound (phoneme) can be
represented by one letter
(grapheme) e.g.
or
‘s’
a group of letters e.g. a digraph ‘th’
or a trigraph ‘igh’
AND
There are sometimes more than one
way to represent a sound
e.g ‘igh’ ‘i-e’ ‘–y’ !!
Synthetic Phonics
Children are taught to read letters or groups of
letters by saying the sound(s) they represent.
They are then taught how to read words by combining
the sounds together, from left to right, to make
words 'blending‘
and how to listen and isolate different sounds within
words 'segmenting'.
Top tip!!!
Oral segmenting and blending of words before your
child even knows what letters are is vital.
Sound Buttons for Reading and
Spelling
• Dots for phonemes for spelling
• --- And dots and dashes for graphemes,
digraphs and trigraphs when reading!
cat
think
ring
Sound Buttons for Reading and
Spelling
You have a go!
What are pseudo, nonsense or
‘Alien’ words?
They are made-up words, used to check
that a child can identify graphemes in a
word and blend them together.
This indicates that they have good
decoding and blending skills for reading
new, unknown words.
hoax, coax
Try reading these words…
• utch
• awm
• oach
• weeb
• cheeth
We use these skills even as competent
readers when faced with a new word or
reading nonsense poetry…
• Abligurition
• Hippopotomonstrosesquippedaliophobia
`Twas brillig, and the slithy toves
Did gyre and gimble in the wabe:
All mimsy were the borogoves,
And the mome raths outgrabe.
How can I help my child?
• Practise the graphemes sent home from school
• Help your child to read words by decoding and blending from
left to right (where they do not yet know all the graphemes in a
word encourage them to sound out the ones they know and fill in
the gaps for them).
•
Play segmenting and blending games – split words up into sounds
e.g. ‘Please fetch me the ‘p-ay-p-er’/ t-ea-s-p-oo-n – reverse
roles and ask your child to split words up for you to guess.
• Use online resources: videos and games. There are lots on bbc
bitesize:
http://www.bbc.co.uk/education/topics/zcqqtfr/resources/2
and this one:
http://www.letters-and-sounds.com/phase-2-games.html
Spelling
Spelling
Accurate spelling helps children become
fluent and effective writers.
Competent spellers can spend less time
and energy thinking about spelling,
which enables them to channel their
time and energy into the skills of
composition, sentence structure and
precise word choice.
Spelling
The English language is a rich and complex
language (phonics/ invasion of foreign words
etc) ; but despite its complexity 85% of the
English spelling system is predictable.
Your child will learn the rules and conventions
of the system and the spelling strategies
needed to become a confident speller.
Spelling
Most of us, even if we consider
ourselves to be good spellers, make
spelling mistakes at some point.
What is important is that we know what
to do when we get stuck and we know
how to correct our mistakes.
Spelling tests
• Difficult to apply spellings learnt for
tests to other words.
• Good spellers can spell! They don’t need
tests… Poor spellers will find tests
difficult, may learn the words for the
test and then forget them.
What are we doing instead of
spelling tests?
2-3 short lessons a week:
•
Key principle is that the children are learning
about words rather than given words to learn.
•
Various learning strategies including: discovering
rules, learning about different memory strategies
and looking at the history of words.
Assessed through:
•
Dictations
•
Marking
•
At times tests for specific words (topic/tricky
words) after deciding on personal strategies
Spelling-what can I do if I get
stuck?
Try:
• Sounding words out: breaking the word down into phonemes, for
example, c-a-t and sh-e-ll. Many words cannot be sounded out,
so you will need to use other strategies.
• Dividing the word into syllables, and saying each syllable while
writing the word. For example, re-mem-ber.
• Making links between the meaning of words and their spelling.
For example, sign, signal, and signature. This strategy is used at
a later stage than other strategies.
• Working out spelling rules for yourself. This strategy is used at
a later stage than other strategies.
• Using a dictionary.
• Ask!!! And try to remember!
Knowledge of the Spelling System
Root words and prefixes and suffixes
• Prefixes: added to the beginning of a word
and rarely change the spelling of the root
word
• Suffixes: added to the end of a word – can
sometimes change the spelling of the root
word
Play
Try
Spelling – Memory Strategies
Exaggerate
Wed - nes – day
re-mem-ber
Look for words in
words
cupboard
cup/ board
Phonemes
c-a-t and sh-e
Image
Strategies
Mnemonics
sally ann is dancing
Say the sounds in
the word
s/ai/d
s/c/ issors
Look, say, cover,
write, check
Practise writing
the word and
colour the tricky
bit in a different
colour or larger
sCissors
Spelling – Memory Strategies
Mnemonics
sally ann is dancing
Look, say, cover,
write, check
Say the sounds in
the word
Practise writing
the word and
colour the tricky
bit in a different
colour or larger
s/ai/d
sCissors
s/c/ issors
How else can I help my child?
• Encourage them to write on every possible
occasion, praising their efforts and,
importantly, letting them see you writing
whenever possible.
• Play word games with them, for example, I
spy, and Find the Word puzzles.
• Point to interesting or new words as you read
to your child (without interrupting the flow of
the story).
Strategies: over-learning
Practice makes perfect
Thank you
Questions