Transcript Letters and Sounds

Phonics
Letters and Sounds
Information for Parents
October 2013
• It is a requirement that Foundation
Stage children are taught 20 mins
of letters and sounds per day.
• It is recommended that Year 1 and
2 children also receive 20mins per
day.
Phonics at a glance
Phonics is…
Skills of
segmentation
and blending
Knowledge of
the alphabetic
code.
Phonics Consists of:
• Identifying sounds in spoken words.
• Recognising the common spellings
of each phoneme.
• Blending phonemes into words for
reading.
• Segmenting words into phonemes
for spelling.
Some Definitions
A Phoneme
This is the smallest
unit of sound in a
word.
How many phonemes
can you hear in
cat?
A grapheme
These are the
letters that
represent the
phoneme.
The grapheme could be 1 letter,
2 letters or more! We refer to
these as sound buttons.
t
ai
igh
• A phoneme you hear
• A grapheme you see
Key Vocabulary
• Digraph
2 letters making one
sound ( ai, ee, oo)
• Trigraph
3 letters making one
sound ( igh , dge )
• Split diagraph
Where the two letters
are not adjacent
( a-e, e-e )
Blending (for reading)
• Recognising the letter sounds in a
written word e.g c-u-p sh-ee-p.
• Merging them into the correct order
to pronounce the word cup and
sheep.
Segmenting (for spelling)
• Identifying the individual sounds in
a spoken word (e.g. h-i-m , s-t-or-k)
and writing down letters for each
sound (phoneme) to form the word
him and stork.
Enunciation
• Teaching phonics requires a technical skill in
enunciation.
• Phonemes (sounds) should be articulated clearly
and precisely.
• Your mouth shape changes each time you say a
new sound, it is therefore important for a child
to watch your mouth when learning a new
sound and counting the number of phonemes in
a word.
• Phonic sounds demonstration video
• Search ‘Phonemes of the English Alphabetic
Code Synthetic Phonics’ on YouTube to find Mr
Thorne at home.
The Phases Explained
• The ‘Letters and Sounds’
document is split into 6 distinct
phases.
Phase 1 (pre school)
• Showing an awareness of rhyme
and alliteration.
• Distinguishing between sounds in
the environment and phonemes.
• Exploring and experimenting with
sounds and words.
• Discriminating speech sounds in
words.
• Beginning to orally blend and
segment phonemes.
Phase 2
(Foundation Stage 6 wks)
• Using common consonants and
vowels.
• Blending for reading and
segmenting for spelling simple cvc
words.
• Understanding that words are
constructed from phonemes and
that phonemes are represented by
graphemes.
Letter sets
(phase 2 up to 6wks )
Set
Set
Set
Set
Set
1
2
3
4
5
-
s, a, t, p,
i, n, m, d,
g, o, c, k,
ck, e, u, r,
h, b, f, ff, l, ll, ss,
Phase 3
(Foundation Stage 12 wks )
• Knowing one grapheme for each of the
43 phoneme. There are 43 phonemes
in the English language!
• Reading and spelling a wide range of
cvc words.
• Using all letters and less frequent
consonant digraphs and some long
vowel phonemes.
Letter Progression:
Set 6 - j, v, w, x
Set 7 - y, z, zz, qu
Consonant digraphs:
ch, sh, th, ng.
ear, air, ure, er, ar, or, ur, ow,
oi, ai, ee, igh, oa, oo
Phase 4
(Foundation/Year 1up to 6wks )
• This is a consolidation unit. There
are no new graphemes to learn.
Reading and spelling of tricky words
continues.
• Segmenting adjacent consonants in
words and applying this in spelling.
• Blending adjacent consonants in
words and applying this skill when
reading unfamiliar texts.
Phase 5 (throughout Year 1)
• Reading phonetically decodable twosyllable and three-syllable words.
• Using alternative ways of
pronouncing and spelling the
graphemes corresponding to the
long vowel phonemes.
• Spelling complex words using
phonetically plausible attempts.
This is where it gets tricky!
• Phonemes are represented by
graphemes.
• A grapheme can consist of 1, 2 or more
letters.
• A phoneme can be represented/spelled in
more than one way (rain, day, gate)
• The same grapheme may represent more
than one phoneme (cow, low)
Graphemes:
ay, ou, ie, ea, oy, ir, ue, aw,
wh, ph, ew, oe, au, a-e, e-e, ie, o-e, u-e.
Alternative graphemes for:
i, o, c, g, u, ow, ie, ea, er, a,
y, ch, ou
Phase 6
(Year 2 throughout)
• Recognising phonic irregularities and
becoming more secure with less common
grapheme – phoneme correspondences.
• Applying phonic skills and knowledge to
recognise and spell an increasing number of
complex words.
• Introducing and teaching the past tense
• Investigating and learning how to add suffixes
• Teaching spelling long words
• Finding and learning the difficult bits in
words
Key Words
• In addition to this, each the week the
children learn ‘tricky’ spelling words
(those that are not spelt phonetically)
and key sight vocabulary.
• New tricky words are introduced within
each phase.
• Words that are initially tricky to the
children may become decodable when
new sounds are introduced, some words
will always be tricky words
Grouping
• The children always work within the
phase that is appropriate to their level of
learning.
• They are assessed regularly and
groupings are sorted accordingly.
• Therefore the suggested model of year
group and corresponding phase, does not
always go hand in hand with the year
group that your child is actually in.
Structure of a Lesson
REVISIT and REVIEW
-revise new sounds
CONSOLIDATE
-Practise new and
revised sounds
TEACH
-teach new sounds
PRACTISE
-Practise new and
revised sounds
APPLY
-After each new sound is
taught identify sound in
texts read and use when
spelling
Example Activities
• Phonics is taught practically, minimal recording is
done on white boards on the carpet.
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Robot arms
Phoneme frames
Best bet
ICT games
Pirate treasure
Picture sort
Phoneme spotter stories
Sentence substitution
Yes /no sentences
How many phonemes are
in each of these words?
Word
bleed
flop
cow
jumper
chair
crayon
Phonemes
Put the sound buttons
under these words
speed
slight
crayon
toast
broom
crawl
foil
jumper
• Examples of resources and
children’s work are available to look
at the end.
Year 1
Phonics Screening Check
• The screening check contains 40
words divided into two sections.
• Both sections contain a mixture of
real words and pseudo-words
(nonsense or alien words). This is
to ensure children are applying
their phonological skills rather than
relying on sight word recognition.
Nonsense words
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drep
blom
gris
sneep
claind
Year 1
Phonics Screening Check
• Section 1
– grapheme-phoneme correspondences (GPCs) first
introduced to children learning to decode phonics
(phase 2/3)
– simple word structures
• Section 2
– GPCs introduced later and graphemes that
correspond to more than one phoneme (phase 5)
– More complex word structure, including two
syllable words
Example words
• Section 1:
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tox
bim
geck
chom
shin
week
best
hooks
• Section 2:
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voo
jound
day
snemp
blurst
slide
finger
starling
Flash cards
Year 1
Phonics Screening Check
• The check will take place during June 2014.
• It helps the school confirm whether your child has made
the expected progress.
• Your child will sit with a teacher they know and be asked
to read the 40 words.
• Some of the words they will have read before, some will be
completely new.
• The test normally takes just a few minutes and there is
no time limit.
• If your child is struggling, the teacher can easily stop the
check
• The check is carefully designed not to be stressful to your
child.
After the Check
• We will tell you about your child’s progress in
phonics and how they have done in the
screening check in the last half-term of Year
1.
• If your child has found the check difficult, we
will tell you what support will be put in place
as your child moves into Year 2.
• Children who have not achieved the expected
level (above 32 out of 40 words) will have the
opportunity to retake the screening during
Year 2.
How to help at home
• Phonics works best when children are given
plenty of encouragement and learn to enjoy
reading and sharing books. Parents play a
very important role in this.
• Look out for the sounds your child has been
learning in school when you read with them.
• Use correct pronunciation and vocabulary.
We all need to use the same language at
home and at school.
• Little and often is the key. Does not have to
be formal.
• Link it to your child’s interests.
Where Can I Go To Find Out More?
• See handout / website
www.twinkl.co.uk
This is great for some resources that you can use at home.