Transcript Parent`s Phonics Workshop 01.04.14

Foundation Stage and Key
Stage 1 Phonics Evening
• Share how phonics is taught at
Tarporley
• Develop parents confidence in helping
children with phonics and reading
• Teach basics of phonics and some
useful phonics terms
• Outline stages of phonics development
• Share ideas which can help parents
support learning at home
• Give parents the opportunity to ask
questions
READING at TARPORLEY…
We teach reading through a number of different ways:
Phonics
Guided Reading
Individual Reading in school
Book Sharing at home
Literacy and all other lessons
Ofsted (2010), Reading by six:
Excellence in reading is characterised by:
• establishing phonic knowledge and skills and their application
through reading, writing and comprehension of what they are
reading.
Skills of
segmentation and
blending
Knowledge of
the alphabetic
code.
Written language is basically a kind of code.
Teaching phonics is teaching children to crack
that code.
• Letters and Sounds is a phonics resource
published by the Department for Education and
Skills in 2007.
• There are 6 phonics phases in Letters and
Sounds
How is Phonics taught at Tarporley?
• Every day the children have 20-25 minute
sessions of phonics in their differentiated
phonics groups
• Lessons encompass a range of games, songs
and rhymes
• We use a range of phonics schemes at
Tarporley that we combine to create a
bespoke programme for each year group,
phase and learning style depending on the
children we are teaching.
This is similar to our reading books; we use a
range of publishers to give the children a broad
reading experience.
Phonics should be:
Motivating!
Technical Words- Glossary
• Phonemes: The smallest units of sound that are found
within a word
• Grapheme: The spelling of the sound e.g. Th
• Diagraph: Two letters that make one sound when read
• Trigraphs: Three letters that make one sound
• CVC: Stands for consonant, vowel, consonant.
• Segmenting is breaking up a word into its sounds.
• Blending : Putting the sounds together to read a word
• Tricky words: Words that cannot easily be decoded.
Phase 1: Getting ready for phonics
1. Tuning into sounds
2. Listening and remembering sounds
3. Talking about sounds
Music and movement
Rhythm and rhyme
Sound effects
Speaking and listening skills
4. Oral blending and segmenting
Phonics Words…
Blending
Children need to be able to
hear
the separate sounds
in a word and then blend them together to
whole word
say
the
Segmenting
Children need to be able to
sound that they
hear
hear a whole word and say every
Blending
b/ /e/ /d/ = bed
/t/ /i/ /n/ = tin
/m/ /u/ /g/ = mug
Segmenting
bed = /b/ /e/ /d/
tin=
/t/ /i/ /n/
mug= /m/ /u/ /g/
How can I help at home?
• Nursery rhymes, songs, action rhymes.
• Share story books
• Talking about sounds: listening walks,
loud/soft, high/low, silly noises.
•Speaking & listening: silly sentences “Happy
Harry hops”, mimics, animal sounds.
•Blending and segmenting: Soundtalking cvc
words e.g. bus, cat, dog, hat, sun, red, pip, dad,
mum etc. I Spy a…. c-a-t
Phase 2:
Learning phonemes to read and write
simple words
• Children will learn their first 19 phonemes:
Set 1: s a t p Set 2: i n m d
Set 3: g o c k Set 4: ck (as in duck) e u r
Set 5: h b l f
ff (as in puff) ll (as in hill)
ss (as in hiss)
• They will use these phonemes to read and spell
simple “consonant-vowel-consonant” (CVC) words:
sat, tap, dig, duck, rug, puff, hill, hiss
All these words contain 3 phonemes.
Phonics Words…
Phoneme
Phonemes are sounds that can be heard in words
e.g. c-a-t
Grapheme
This is how a phoneme is written down
Digraph
This means that the phoneme comprises of two
letters
e.g. ll, ff, ck, ss
Phonics words
Phoneme frame and sound buttons
cc aa tt
.
.
d
u ck
.
.
.
_
Tricky Words
There are many words that
cannot be blended
or segmented because they are irregular.
the
was
said
you
some
Basically these words ‘break the code’ …there is
no pattern or rule.
Children just need to learn them by sight!
Phase 3:
Learning the long vowel phonemes
• Children will enter phase 3 once they know the first
19 phonemes and can blend and segment to read and
spell CVC words.
• They will learn another 26 phonemes:
• j, v, w, x, y, z, zz, qu
• ch, sh, th, ng, ai, ee, igh, oa, oo, ar, or, ur, ow,
oi, ear, air, ure, er
• They will use these phonemes (and the ones from Phase 2) to
read and spell words:
chip, shop, thin, ring, pain, feet, night,
boat, boot, look, farm, fork, burn,
town, coin, dear, fair, sure
Phonics Words…
Trigraph
This means that the phoneme
comprises of three letters
e.g. igh , ear, ure
How can I help at home?
• Listen to your child reading their home reading book.
Aim for 5-10minutes everyday, if possible.
•Ask the children to sing the Jolly Phonics songs at
home and write/read the sounds
•Bingo/ Noughts and Crosses/ Pairs
•Phonics Play and other websites (Google phonics games)
•Magnetic letters on the fridge
•Playing I Spy using letter sounds and digraphs
Phase 4:
Introducing consonant clusters: reading and
spelling words with four or more phonemes
• Children move into phase 4 when they know all the phonemes from
phases 2 and 3 and can use them to read and spell simple words
(blending to read and segmenting to spell).
• Phase 4 doesn’t introduce any new phonemes.
• It focuses on reading and spelling longer words with the phonemes
they already know.
• These words have consonant clusters at the beginning: spot, trip,
clap, green, clown
…or at the end: tent, mend, damp, burnt
…or at the beginning and end! trust, spend,
twist
Phase 5:
Now it gets complicated….
• Teach new graphemes for reading
•ay, ou, ie, ea, oy, ir, ue, aw, wh, ph, ew,
oe, au,
a-e, e-e, i-e, o-e, u-e
Learn alternative pronunciations of
graphemes (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,
farmer/her, hat/what, yes/by/very,
chin/school/chef, out/shoulder/could/you.
Learning all the variations!
Learning that the same phoneme
can be represented in more than
one way:
Learning that the same grapheme
can represent more than one
phoneme:
burn
meat
bread
first
he
bed
bear
hear
cow
low
term
heard
work
Teaching the split digraph…
rob
robe
tap
tape
cub
cube
pin
pine
Phase 6:
Spelling rules and Grammar
Moving towards SPAG
• Phase 6 focuses on spellings and
learning rules for spelling alternatives.
Children look at syllables, base words,
analogy and mnemonics.
• Children learn about past tense, rules
for adding ‘ing’ and irregular verbs
• ‘tion’ and ‘sion’ words
Is there anything I can do
at home?
y
e
s
.
.
.
• Listen to your child reading their home reading book.
Aim for 5-10minutes everyday, if possible.
•Make up captions for your child to add sound buttons
to…see example!
•Reading signs, street signs and packaging of food etc,
ask your child to write your shopping list
•Send letters and emails to different members of your
family
•Magic writing boards- leave each other messages!
•When spelling, encourage your child to think
about what “looks right”:

tray
trai

rain
rayn

boil
boyl
General tips to support reading
Once is never enough! - Encourage your child to re-read favourite books and poems
as well as our school reading books. Re-reading helps children read more quickly and
accurately. It also support comprehension.
Dig deeper into the story - Ask your child questions about the story you've just
read. Say something like, "Why do you think he did that?" (you could use the
questions to get more from your child’s reading book for some varied ideas)
Pick books that are at the right level - Help your child pick books that are not
too difficult. The aim is to give your child lots of successful reading experiences.
I read to you, you read to me - Take turns reading aloud at bedtime. Kids enjoy
this special time with their parents.
One more time with feeling - When your child has sounded out an unfamiliar word,
have him or her re-read that sentence. Often kids are so busy figuring out a word
they lose the meaning of what they've just read.
Be patient - When your child is trying to sound out an unfamiliar word, give him or
her time to do so. Remind your child to look closely at the word and think about the
technique; phonics, sound buttons, break it up, context of sentence, picture and
initial sound.
Year 1 Phonics Test
•
•
•
•
•
Taking place during the week
beginning 16th June.
Each child will take the screening
test with Miss Nicholas (phonics
lead)
Children will be asked to decode
and blend 40 words from across
phases 3-5
Mix of real and tricky words
Pass mark will be between 31-35
Year 1 Phonics Test
Page 1
4 nonsense words
Page 2
4 nonsense words
Words will have a variety of
simple word structures eg.
for example CVC, VCC,
CCVC and CVCC
4 nonsense words
using single letters (a, b, c,
d, e, f, g, h, I, j, k, l, m, n, o, p,
q(u), r, s, t, u, v, w, x, y, z)
Page 3
Page 4
Page 5
4 real words
some consonant digraphs
(ch, ck, ff, ll, ng, sh, ss, th,
zz)
4 real words
frequent and consistent
vowel digraphs (ar, ee, oi, oo
or)
Year 1 Phonics Test
Page 6
4 nonsense words
Page 7
4 nonsense words
Page 8
4 real words
Page 9
4 real words
Page 10
4 real words
words will have a variety of
more complex word
structures (for example
CCVCC, CCCVC, CCCVCC
some additional consonant
digraphs (ph, wh)
some less frequent and
consistent vowel digraphs,
including split digraphs (a-e,
ai, au, aw, ay, ea, e-e, er, ew,
i-e, ie, ir, oa, o-e, ou, ow, oy,
ue, u-e, ur) and trigraphs (air,
igh)
Year 1 Phonics Test
After the test…
• Re-takes are to be done in June of Y2
• Parents will be informed whether their
child has reached the standard required
in their summer reports
• Look also at the children’s reading level,
not just their phonics test result.
Thank you for listening!!
Any questions??