Transcript Phonics Workshop for Parents

Workshop for Parents
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General sound discriminationenvironmental, instrumental, body percussion
Rhythm and rhyme
Alliteration
Voice sounds
Oral blending and segmenting
Two main skills
Phonics – decoding by blending the sounds in
words to read them
Language comprehension- understand what
the word means within the context it appears
Language development and phonics working
together supports reading development.
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Phonics - main strategy supporting word
recognition
Teaches children to connect letters of the
alphabet to the sounds they make- blending
them together from left to right to make a
word
Supports children in identifying those
individual sounds (phonemes) within words
and segment them for spelling
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26 letters of alphabet
These letters and combinations of these
letters make 44 sounds
Speech sounds- phonemes- the smallest
units of sound in words
Letters or groups of letters- graphemes
Phonemes can be represented by graphemes
of one, two or three letters:
t
sh
igh
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http://www.ruthmiskin.com/en/resources/so
und-pronunciation-guide/
Blending
Recognising the letter sounds in a written
word, for example
c-a-t
and synthesising or blending them in the
order in which they are written to
pronounce the word ‘cat’
Not cuh-a-tuh
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Segmenting
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‘Chopping Up’ the word to s p e ll it out
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The opposite of blending
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Meets the criteria for a high quality phonic
programme
Discrete, structured sessions daily
Speed Sounds
Fred Talk- a puppet who says, reads and
spells words in pure sounds
Green words- words made up of graphemes
the children have been taught
Red or tricky words- common words with an
uncommon spelling e.g. said, would, bought
m a s d t i n p g o c k u b f
e l h sh r j v y w th z ch q x
ng nk
Set 2 sounds
ay ee igh ow oo oo ar or air ir ou
oy
Set 3 sounds
a-e ea i-e o-e u-e aw are ur er ow
oi ai
oa ew ire ear ure tious tion
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All staff who lead groups, including support
staff, have trained in the Read, Write Inc
programme
The children are grouped according to need
Sessions happen four times a week
Direct link between phonics and other
reading and writing activities
Assessment of progress, regular regrouping
as necessary
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Hear it and say it
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See it and say it
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Say it and write it
Revisit and review
• Practise previously learned sounds
Teach
• Teach a new sound and corresponding grapheme
• Teach blending
Practise
• Practise reading and/or spelling words with the
new letter
• Teach one or two red words
Apply
• Read sentences/stories containing new and
learnt sounds
• Write words and sentences containing new letter
and previously taught ones
• Assess
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On-going assessment of individual children
Opportunities provided for small
group/individual work for those children who
need more consolidation of phonic
knowledge
Year 1 Phonics screening check
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designed to give teachers and parents
information on how the child is progressing
in phonics
two sections in this 40-word check and it will
assess phonics skills and knowledge learned
through Reception and Year 1. Takes 5-10
minutes per child
It is a school-based check to make sure that
the child receives any additional support
promptly- practice time is given, not stressful
for children
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Say each sound in the word from left to right.
Blend the sounds by pointing to each letter,
i.e. /b/ in bat, or letter group, i.e. /igh/ in
sigh, as you say the sound, then run your
finger under the whole word as you say it.
Try to ensure that you enunciate the sound
accurately.
Talk about the meaning if your child does not
understand the word they have read.
Work at your child’s pace.
Always be positive and give lots of praise and
encouragement.
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Reading
Children can read simple sentences.
They can use phonics to decode regular words.
They can read some common irregular words.
They can demonstrate understanding when talking about
what they have read.
Writing
Children can use phonics to write words.
They can write some irregular common words.
They can write simple sentences which can be read by
themselves and others.
Some words are spelt correctly and others are phonetically
plausible.
Workshop for Parents
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Fun!
Songs and Rhymes
Lots of games
Verbal counting – 1’s, 5’s and 10’s
Number recognition
Counting objects
Addition and subtraction once children are
confident in counting
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1.2.3.4.5…
5 little monkeys…
5 currant buns
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Matching games
Dice games – snakes and ladders; throwing
the dice;
Finding Pairs
Matching numbers
I spy games with numbers
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Children will learn to rote count – to reach
100 by the end of Reception;
Lots of practice and praise;
Walking to lunch/ lining up/ while tidying up
etc
Children will also learn to count in 2’s, 5’s
and 10’s
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Up to 20 to meet EYFS expectations but as a
school we start looking up to 100 at the end
of Reception;
Fun and practical
Finding numbers on number fans;
Writing on whiteboards;
Number lines/ 100 squares;
Number hunts;
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Counting as you walk up and down stairs;
Hand out sweets/ treats and count them;
Count as you hand out toys etc
Practice pointing at objects as we count them;
Practice saying one number for each object;
When counting groups, teach children to
move the objects as we count them;
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Starts with songs!
Use objects – adding more/ taking some
away.
Lots of practice with using objects – rather
children were confident in using this method
than rushing to writing down.
Mental skills – 1 more/ 1 less;
Mentally adding 2 small numbers together;
Doubling and halving – end of Reception;
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Numicon
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Multi-Sensory approach
Can be used for everything – ordering
numbers; addition; finding the difference;
Children respond to the bright colours;
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https://global.oup.com/education/content/p
rimary/series/numicon/numicon-athome/?region=uk#
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Count reliably from 0-20 and place numbers
in order;
Say the number that is one more/ one less
than a given number;
Add or subtract 2 single digit numbers;
Begin to count forwards and backwards to
find answers;
To solve problems – including doubling and
halving;