Transcript Teaching Phonics at - John Blandy Primary School

Teaching
Phonics
at
John Blandy Primary School
Phonics
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Why we teach phonics
What phonics is
How we teach it
How parents can help
Phonics
• Why do we teach phonics?
Phonics
Why do we teach phonics?
• to help children to read
• to help children to write
Phonics
• What is phonics?
Phonics
What is phonics?
• Phonics is teaching the sounds that letters
make
• There are 44 sounds (phonemes) in the
English language, represented by the 26
letters of the alphabet
Phonics
• How do we teach phonics?
Phonics
• We follow the teaching programme in ‘Letters
and Sounds’
• Phonics is taught in Phases
• There are six Phases altogether
• Group the children according to Phases they
are working in
• We start in reception and continue to work on
the Phases throughout KS1 (and beyond..)
Phonics
How do we teach phonics?
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Reception – Mrs Surtees
Year 1 – Miss Evans
Year 2 – Mrs Kingdon
Teaching Assistants in all classes
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Phase 1:
• To lay the foundation..………..what is the
foundation?
Phonics
•Listening and Attention!
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Phase 1:
• Listening walks
• Animal sounds
• Songs
• Musical instruments
• Rhymes & Alliteration
• Voice sounds
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Phase 2:
• Correct sound for letter
• Action – to reinforce learning of sound
• Name of the letter
• How to form the letter
• Build recognition of the letter sounds by
practising making & sounding out simple CVC
words (e.g sat)
Phonics
Phase 2:
• How to use sounds to make simple words – sounding
out/segmenting …using robot arms e.g. p – a – t : pat;
• How to use sounds to write simple words - sounding
out/segmenting - What sounds can you hear in ‘mat’?
• How to read simple words …blending by sounding out each
sound and putting sounds together e.g. s – u – n : sun
• Teaching tricky words – I the go no to he she, etc
• Reading simple captions;
• Teaching real words and non-words (made up words);
Phonics
Phonics in Reception:
• Daily focused 20 minute session 9am;
• In small groups with a skilled adult;
• Teach from 1- 4 four sounds per week depending on
ability/needs;
• Support children to apply and use sounds as soon as
they can in other lessons and independent play – see
the relevance of phonics!
• Have fun!
Phonics
• Phonics in Key Stage 1:
• We continue to build on the work started in
the Reception Class.
• Children have daily 25 minute phonic sessions
and are grouped according to the Phase they
are working in across Years 1 and 2.
Phonics
• Most of the sounds learned in Phase 3 are
digraphs.
• A digraph is two letters which make one sound
• A consonant digraph contains two consonants
sh ck th ll
• A vowel digraph contains at least one vowel
ai
ee ar oi
Phonics
• Trigraphs are also taught
• A trigraph is three letters which make one
sound:
air ear
igh
ure
Phonics
• The purpose of Phase 3 is to:
• teach more graphemes, most of which are
made of two letters, for example, ‘oa’ as in boat
• practise blending and segmenting a wider set
of CVC words, for example, fizz, chip, sheep,
light
Phonics
• learn all letter names and begin to form them
correctly
• read more tricky words and begin to spell
some of them
• read and write words in phrases and
sentences.
Phonics
• CVC words containing graphemes made of
two or more letters
• Here are some examples of words your
children will be reading:
tail, week, right, soap, food,
park, burn, cord, town, soil.
Phonics
• Tricky words
The number of tricky words is growing. These
are so important for reading and spelling: he,
she, we, me, be, was, my, you, her, they, all.
•, cord, town, soil
Phonics
• Phase 4
• Children continue to practise previously
learned graphemes and phonemes and learn
how to
• read and write:
• CVCC words: tent, damp, toast, chimp
Phonics
• CCVC words: swim, plum, sport, cream, spoon
• They will be learning more tricky words and
continuing to read and write sentences
together.
• Tricky words: said, so, do, have, like, some,
come, were, there, little, one, when, out, what
Phonics
• Phase 4 is a consolidation phase as no new
sounds are introduced but words become
longer!
• For example:
• ccvcc words: crisp, drink, spent
• The children play games to practice their
emerging phonic skills and we have some
examples around the room.
Phonics
• Year 1 Phonics Check
• The phonics screening check is a short, lighttouch assessment to confirm whether
individual children have learnt phonic
decoding to an appropriate standard.
• The screening check is for all Year 1 pupils and
children in Year 2 who previously did not meet
the standard of the check in Year 1.
Phonics
• It comprises a list of 40 words and non-words,
which a child will read one-to-one with a
teacher.
• The non-words are presented alongside a
picture of an imaginary creature, and children
are told the non-word is the name of that type
of creature. This helps children to understand
the non-word should not be matched to their
existing vocabulary.
Phonics
• The words gradually get harder through the
check as the combinations of letters become
more complicated. As long as the child has
said 32 out of the 40 words correctly, they will
be considered to have met the standard.
• Any child who doesn’t reach the standard will
do the check again in Year 2.
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• In phase 5 the children are introduced to
alternative spellings and pronunciations for
the sounds already taught in Phase 3 which
Mrs Kingdon will explain further.
Phonics
In phase 5
• Children entering Phase Five will already be able to read and spell words
with adjacent consonants, such as trap, string and flask. They will also be
able to read and spell some polysyllabic words, e.g shopkeeper,
everybody.
• In Phase Five, children will learn more graphemes and phonemes. For
example, they already know ai as in rain, but now they will be introduced
to ay as in day and a-e as in make.
• Alternative pronunciations for graphemes will also be introduced,
e.g. ea in tea, head and break
• How many different ways can you write (graphemes) the A sound?
The word has an ‘a’ sound but which one?
Is it ei?
e.g. veil
Is it ey
e.g. they
Is it eigh?
e.g. eight
Is it ea?
E.g. break
Is it ai?
e.g. train
AY
Or a?
E.g. lady
Is it a_e?
Is it ay?
E.g. play
E.g. take
Phonics
• During Phase 5
• The children will learn the tricky spelling words Oh, their, people, Mr, Mrs, looked, called, asked,
could
• The children will be able to blend words to read
quickly and independently.
Phonics
• In phase 6
• Can apply phonic skills and knowledge to
recognise and spell an increasing number of
complex words
• Are secure with less common grapheme
/phoneme correspondences, e.g. s/zh in vision
• Can recognise an increasing amount of phonic
irregularities such as caught
• Read and write with increasing fluency and
accuracy
Phonics
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Children are introduced to past tense words.
Investigate how to add suffixes such as ed and ing.
What are the 5 spelling rules for adding ed?
Children become familiar with strategies to break
spelling down.
e.g.
-Using syllables,
-Using base (or root) words smile-smiling,
-To use words they already know as a help; should-could,
- To recognise words from reading books.
Phonics
How Reception parents can help:
• Talk to children! name objects, build up vocabulary,
describe sounds all around us…help children to listen..
• Read stories with rhyming words & sing nursery
rhymes…ask children to continue a rhyming string..
• Play word games e.g. I Spy..
• Sound out simple words in instructions e.g. get your
h-a-t!
• Make up silly words..
• Listen to your child read & practice sounds in blue books
at home as much as possible….little & often!
Phonics
How Year 1 parents can help:
• Help children to practice blending words using the Word
Boxes and to spell (segment) words by completing the
Homework Writing List each week.
• Children need to develop instant recognition of high
frequency words (using the ‘Gruffalo’ Key rings) to become
fluent readers so please practise these daily if possible.
• Listen to your child read as much as you can – ideally daily.
Phonics
How Year 2 parents can help:
• - Help the children learn their key word spellings each week,
opportunities are given in class but the children will need
support at home. (See hand out- different methods suit
different children)
• - Talk about spelling patterns you see in their reading books.
• - Encourage the children to try different pronunciations for
words- long and short vowel sounds etc.
• - Help you child learn fun mnemonics- (people) people eat
orange peel like elephants! (come) come on muddy
elephants! (because) big elephants can always understand
small elephants!
Phonics
• Visit some phonics websites to practise skills:
http://www.oxfordowl.co.uk/
• http://www.phonicsplay.co.uk
• http://www.teachyourmonstertoread.com (for Phases 2-4)
• http://www.letters-and-sounds.com/