Transcript phonics presentation R and 1 2016 - St Bernadette Catholic Primary

For Reception and Year 1 Parents
1 of 2 sessions
In this sessions we will include:
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Terminology
Why phonics is so important
The phonics phases
The sounds themselves
Tricky and high frequency words
A selection of phonics games
A list of resources you can use
Terminology
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Phoneme
Grapheme
Blending
Segmenting
Di-graph
Tri-graph
Split digraph
GPC
CV, CVC, CVCC, CCVC
Nonsense words
How many of
these terms do
you know? You
have 3 mins.
Terminology – how many did you
get?
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Phoneme - sound
Grapheme – written picture of the sound
Di-graph – 2 letters, 1 sound
Tri-graph - 3 letters, 1 sound
Split digraph – (P5) a digraph that is split by a letter
GPC – grapheme phoneme correspondence
CV – consonant vowel e.g. no
CVC – consonant vowel consonant e.g. cat
CVCC –e.g. best
CCVC - e.g.clap
Why phonics?
 Simple view of reading: word
recognition/comprehension
 Writing
 Hear, identify and manipulate sounds
 26 letters in the alphabet but there are 44 sounds
 5 vowels
 A phoneme can be represented by one or more letters
e.g. sh, th, ee
 The same phoneme can be spelt in more than one way
e.g. rain, may, lake
 The same spelling may represent more than one
phoneme e.g. mean, deaf
The Phases 1 - 6
 Phase 1: phonological awareness (ongoing)
 Phase 2: 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: j, v, w, x, y, z, qu, sh, ch, th, ng, ai, ee, igh, oa, oo, ar, or,
ur, ow, oi, ear, air, ure, er
 Phase 4: read and spell CVCC, CCVC, CCV, CCVCC, CCCVCC
 Phase 5: alternative graphemes and phonemes (more to come
next session)
 Phase 6: spelling (year 2)
By the end of Reception the national average is secure Phase 4.
By the end of Year 1 the national average is Phase 5.
The national average for Year 2 is Phase 6.
Phase 1
 Need to have a firm foundation in this to be able to
successfully move on.
 Sound discrimination: listening attentively
- Environmental
- Instrumental
- Body percussion
 Rhythm and rhyme
 Alliteration
 Voice sounds
 Ongoing
Learning the Sounds
 Phase 2 graphemes and phonemes:
s, a, t, p, i, n, m, d, g, o, c, k, ck, e, u, r, h, b, f, ff, l, ll, ss
 Be careful of the schwas
 Model carefully
video
• Jolly phonics actions – consolidate
video
Now it’s your turn
Using the Phase 2 sounds and graphemes
s, a, t, p, i, n, m, d, g, o, c, k, ck, e, u, r, h, b, f, ff, l, ll, ss
Let’s play:
 I-spy
 Find your partner
Learning the Sounds
Let’s meet the tri-graphs!
 Phase 3:
j, v, w, x, y, z, zz, qu,
 sh, ch, th (‘th’ not ‘the’), ng, ai, ee, igh, oa, oo, ar, or, ur,
ow, oi, ear, air, ure, er
Video
• Jolly phonics actions
Video
Now it’s your turn
Using the Phase 3 sounds:
j, v, w, x, y, z, qu, sh, ch, th, ng, ai, ee, igh, oa, oo, ar, or,
ur, ow, oi, ear, air, ure, er
Let’s play
• Splat
• NSEW
Tricky and High Frequency Words
 These are taught along side the phases
 HF words: some are decodeable e.g. then
However,
 There are some words that you just cannot sound out!
- the
- he
- she
- said
- one
Which bit is tricky?
Tricky words – Phase 2 (spell = phase 3)
Decodeable High
Frequency Words
a mum
an
as
if
in
is
it
of
off
on
can
got
but
dad
had
back
and
get
big
him
has
his
not
up
Tricky High Frequency
Words
the
to
I
no
go
into
Tricky words – Phase 3 (spell = phase 4)
Decodeable High
Frequency Words
will
that
this
then
them
with
see
for
now
down
look
too
Tricky High Frequency
Words
he
she
we
me
be
was
you
they
all
are
my
her
What should I do at home?
We would suggest that you help your child consolidate
their previous learning at home (unless directed in
homework etc).
Phase 1 – rhyming, alliteration, sounds quizzes
Phase 2 – phonemes, CVC words using P2 sounds and tricky words
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Phase 3 – CVC using P3 sounds and tricky words
Phase 4 – P2 and P3 sounds in longer words, spelling tricky words
What should I do at home?
• Reading Book
- 1 a week is more than enough
• Get creative – see box of resources
• Letter formation
• Phonics gym/robot speak
• Segmenting and blending arms
• School website
http://www.stbernadette.herts.sch.uk/
Next Time
There is a 2nd session scheduled for Friday 7th October.
2-3pm
We will be looking at the latter phases 4 and 5, with a
particular emphasis on phase 5.
Any
Questions?
I hope you have found today
useful.
I hope to see you next
time.
For Reception and Year 1 Parents
2 of 2 sessions
Any questions from last time?
In this sessions we will include:








The phonics phases (4 and 5)
The sounds/graphemes themselves
Tricky and high frequency words
Non-sense words
A selection of phonics games
The importance of reading at home
Information about the Year 1 screening test
A list of resources you can use
Terminology – recap

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







Phoneme - sound
Grapheme – written picture of the sound
Di-graph – 2 letters, 1 sound
Tri-graph - 3 letters, 1 sound
Split digraph – (P5) a digraph that is split by a letter
GPC – grapheme phoneme correspondence
CV – consonant vowel e.g. no
CVC – consonant vowel consonant e.g. cat
CVCC –e.g. best
CCVC - e.g.clap
Quick recap on Phases 1-3
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Phase 1: phonological awareness (ongoing)
Phase 2: s, a, t, p, i, n, m, d, g, o, c, k, ck, e, u, r, h, b, f, ff, l, ll, ss
Tricky words
Phase 3: j, v, w, x, y, z, qu, sh, ch, th, ng, ai, ee, igh, oa, oo, ar, or,
ur, ow, oi, ear, air, ure, er
 Tricky words
Quick recap on games
 i-spy
 Find your partner
 Splat
 NSEW
Phase 4 – no new sounds to learn
To enter Phase 4 you will be able to:
• represent each of the 42 phonemes by a grapheme
• be able to blend and segment CVC words
• Read and spell some tricky words
• Consolidate knowledge of graphemes for reading and spelling
containing adjacent consonants: CV – consonant vowel e.g. no
 CVC – consonant vowel consonant e.g. cat
 CVCC –e.g. went, best
 CCVC - e.g.clap
 And polysyllabic words e.g. and driftwood
Tricky words – Phase 4 (spell = phase 5)
Decodeable High
Frequency Words
went
it’s
from
children
just
help
Tricky High Frequency
Words
said
have
like
so
do
were
there
little
one
when
Phase 5
 Alternative phonemes
- The same spelling may represent more than one
phoneme e.g. mean, deaf
 Alternative graphemes
- The same phoneme can be spelt in more than one way
e.g. rain, may, lake
Phase 5
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Alternative graphemes
Split digraphs
Best fit
Spotter Stories
Alternative phonemes
Tricky and high frequency words
Spellings
Non-sense words
A selection of phonics games and activities
The importance of reading at home
Information about the Year 1 screening test
A list of resources you can use
Phase 5: alternative graphemes (the
same sound can be represented by different graphemes)
The purpose of this phase is to broaden their
knowledge of graphemes and phonemes for use in
reading and spelling.
• New graphemes for reading: ay, ou, ie, ea, oy, ir, ue, aw,
wh, ph, ew, oe, au,
• Split-digraphs: a_e, i_e, e_e, u_e, o_e (not the magic
e!!)
Phase 5: Split digraphs
a_e, i_e, e_e, u_e, o_e
• A digraph in which the two letters are not adjacent e.g.
make
• I need some volunteers:
- tie
Phase 5: Split digraphs
a_e, i_e, e_e, u_e, o_e
• A digraph in which the two letters are not adjacent e.g.
make
• I need some volunteers:
- tie
time
Phase 5: Split digraphs
a_e, i_e, e_e, u_e, o_e
• A digraph in which the two letters are not adjacent e.g.
make
• I need some volunteers:
- tie
- toe
time
Phase 5: Split digraphs
a_e, i_e, e_e, u_e, o_e
• A digraph in which the two letters are not adjacent e.g.
make
• I need some volunteers:
- tie
- toe
time
tone
Phase 5: Split digraphs
a_e, i_e, e_e, u_e, o_e
• A digraph in which the two letters are not adjacent e.g.
•
-
make
I need some volunteers:
tie
toe
cue
time
tone
Phase 5: Split digraphs
a_e, i_e, e_e, u_e, o_e
• A digraph in which the two letters are not adjacent e.g.
•
-
make
I need some volunteers:
tie
toe
cue
time
tone
cube
Phase 5: Split digraphs
a_e, i_e, e_e, u_e, o_e
• A digraph in which the two letters are not adjacent e.g.
•
-
make
I need some volunteers:
tie
toe
cue
thee
time
tone
cube
Phase 5: Split digraphs
a_e, i_e, e_e, u_e, o_e
• A digraph in which the two letters are not adjacent e.g.
•
-
make
I need some volunteers:
tie
toe
cue
thee
time
tone
cube
these
Phase 5: Split digraphs
a_e, i_e, e_e, u_e, o_e
• A digraph in which the two letters are not adjacent e.g.
•
-
make
I need some volunteers:
tie
toe
cue
thee
?ae
time
tone
cube
these
Phase 5: Split digraphs
a_e, i_e, e_e, u_e, o_e
• A digraph in which the two letters are not adjacent e.g.
•
-
make
I need some volunteers:
tie
toe
cue
thee
ae
time
tone
cube
these
came
• How many conversions can you think of e.g pie?
Which of these words contain a split
digraph?
Be careful! Just because it has an e on the end doesn’t
make it a split digraph – what sound does it make?
 time
 spike
 come
 some
 made
 have
 bride
 shine
Which of these words contain a split
digraph?
 time 
 spike 
 come 
 some 
 made 
 have 
 bride 
 shine 
Activities to support the learning of new
graphemes:
 Flashcards
 Quick Copy – show a word, make it as quickly as possible with
magnetic letters etc.
 Countdown – have words on display, how many can you read in 1
minute?
 Sentence Substitution – substitute a word in a sentence
 yes/no questions
 choosing 3 right answers – which 1 is correct?
 spotter stories (more to come)
 give chdn nonsense words to write down – shows
knowledge of grapheme position
 make your own nonsense word (more to come)
Spotter Stories
 Find on internet, google phoneme spotter stories
 Make your own
 great if finished reading book
 Read the story and decide on an action to perform
every time they hear the target sound.
 Now, looking at the story and re-reading, underline
the target sound.
 Make a list of the underlined words and discuss which
graphemes represent the target sound in each word.
 sort the words into columns according to the
graphemes used to represent the phoneme.
Spotter Story example
The Park
Harvey was a smart boy. His dad said he was sharp. His
mum called him a bright spark. He worked hard at
school and his teacher often made him star of the day
and gave him marks on her chart.
• Now again with you joining in
Best bet, an example. Supports spellings – look at position
ee
ea
ey
y
e
Sheep
Feet
Meet
Keep
Need
Feed
Read
Bead
Lead
Plead
Cheat
Meat
Monkey
Donkey
Money
Chimney
Cockney
Funny
Lady
Crazy
Jesus
Become phonics detectives!
Game for generating nonsense words
How many ways can you think of writing .....
You would say the word out loud.
Write down as many different ways as they can think of.
What's the most likely spelling for it?
Discuss position – is it likely to end in ‘ou’?
Phase 5: Alternative phonemes or
alternative pronunciations
•Children have already learnt the sounds
(phonemes) that graphemes make
• Now they will learn that sometimes the same
grapheme (letter/s) can represent a different
phoneme.
Examples of alternative pronunciations (the same
grapheme can represent more than one phoneme)
Fin/find
hot/cold
cat/cent
got/giant
but/put
cow/blow
tie/field
eat/bread
hat/what/acorn
yes/by/very
chin/school/chef
out/shoulder/could/you
Activities to support the learning of alternative
pronunciations for graphemes
•Word sort: sort words into sets according to the
sound the grapheme is making in each word.
•Homographs: look the same, pronunciation is worked out by context
Wind the bobbin up.
She will read it to her little brother.
The wind blew the leaves off of the trees.
You have to bow when you meet the queen.
He read about the frightening monster.
Robin Hood used a bow and arrow.
NOTE: encourage chdn to always use the sound they learnt first, first. is it a
real word? Try again with an alternative pronunciation.
Activities to support the learning of alternative
pronunciations for graphemes
Now it’s your turn:
Let’s play word sort with ‘ch’ words.
chick
chalet
chorus
chip
Charlene
headache
rich
much
chemist
brochure
Christmas
chin
machine
school
chest
Charlotte
Tricky and High Frequency Words
 These are taught along with the phases
 HF words: some are decodable however, there are some words
that you just cannot sound out!
 Should be able to read them before expected to spell them
 Some previously tricky become decodable in P5 e.g. like (a tricky
words from P4 which is now decodable)
 Not always the whole word that is tricky. Start with what you
know and highlight which bit is tricky.
- learn it
- rhyme or saying? e.g. said = Sally Anne is dancing
 Majority of 100 HF words are decodable by the end of P5.
Which bit is tricky?
Tricky words – Phase 5
Some P5 HF words contain split digraphs
Decodable High
Frequency Words
Don’t
Old
I’m
By
Time
House
About
Your
Day
Made
Came
Make
Here
Saw
Very
Put
Tricky High Frequency
Words
Oh
Called
People
Mr
Mrs
Could
Asked
Their
Looked
Next 200 common words
Next 200 common words
water bear find these live away can’t more began say
good again I’ll boy soon want cat round animals night
over long tree never narrator how things magic next
small did new shouted first car man after us work
couldn’t would everyone fox that’s king going wanted
other lots three where eat food need head or our through
baby town took two way fish I’ve school has been gave
around think yes stop mouse every home play must
something garden who take red bed fast didn’t thought
door may only ran dog right still many know well sea
found laughed
let’s fun any better lived much place under hot birds
suddenly mother hat sun duck told sat snow across
horse another boat air gone rabbit great window trees
hard white why sleep bad floppy coming cried feet tea
really he’s keep morning top wind river room queen eyes
wish liked last each fell eggs giant jumped book friends
once looks because its box please use even green dark
thing along am different grandad stopped plants before
let there’s ever dragon gran girl looking miss pulled
clothes which end most we’re tell inside than cold fly key
run best park grow
Spellings – the booklet is now on the school website
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Look. Cover. Check
Motor memory
Phoneme frames
Spelling booklet – activities
Headlines
That’s an Order
Super Sentences
Rainbow Words
Bubble Letters
Make a word search
Magnetic Letters
Phoneme Frames
 Great for learning your sounds and how to apply them
 Help with spellings
church
ch
ur
ch
What a Load of Nonsense
 When you know all of the sounds you can sound out
anything!
 jeg
 wint
 kly
 lun
 groiks
 fowspring
Nonsense Words
 children just decode and say what they see – may be
more than 1 possibility
 ensures decoding is being used, no other strategies
 most reliable way to assess phonetic knowledge
 important they know it is nonsense and doesn’t have
to make sense.
The Year 1 Reading Screening
 12 June 2017
 20 non-sense words
 20 real words
 Spanning the 5 phases
 32/40 is the pass mark
 Re-sit the following year
Please take a look at last years booklet.
Making it Fun
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Freddy Fingers – how many sounds are in a word
Cross the river – cross the river if you have ‘ee’
NSEW – 4 sounds/words around the room/garden
Rubbish or treasure? - sort words
Robot speak
What’s in the box? Match the word to the picture
Sound hangman – using dots and dashes
How many can you read/write in a minute?
Make an alien/superhero with a nonsense name!
Make oi soup – sorting – can choose any grapheme you like
Act it out! Or sound shirades! “can you (show the word)”
Ask your child – they will know how to play.
Making it Fun cont
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Spelling Who wants to be a millionaire (PPP)
Rhyme it – target word e.g. feet, how many can you write in 1 min?
Rhyming word generation – same as above but sort into columns
Practising writing sentences (based on above?)
Speedwrite – choose a tricky word e.g. people. Discuss what bit is
tricky, how could you remember it? rhyme? Now, write it as many times as
you can in 1 min (motor memory)
 Which is which? use words that get muddled up. Say a sentence
containing 1 of the words get chdn write down correct spelling. (e.g.
wear/where/were; to/two/too; here/hear; there/their/they’re; of/off)
 Make the grapheme from playdough
The Importance of Reading at
Home
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Research shows that a child should read at home.
Reading to your child is just as important!
It doesn’t just have to be books...
Going back to the simple view of reading – it’s more
than just sounding out.
Read their reading book?
Look at other materials – spotter stories
Discuss the book: favourite page/character
Phonics detective! Fill in a ‘best fit’ sheet.
What you write can really help.
Resources
 School’s website http://www.stbernadette.herts.sch.uk
 www.letters-and-sounds.com
 Phonics play website
 Laurence Haines – spld base in Watford. Free letters
and sounds resources. Games, activities etc.
http://www.lhaines.herts.sch.uk/spldbase/index.html
Physical Development
 Need to physical development before can write
 Tripod pencil grip – pom pom, tissues, ring
 Gross motor skills – big, circular movements
 Fine motor skills – pincer grip
- Finger rhymes
- Pegs
- Tearing
- play dough