Transcript Phonics for Parents Powerpoint Presentation

How do we teach phonics?
What is phonics?
• In order to make a good start in
reading and writing, children
need to have an adult listen to
them and talk to them.
Speaking and listening are the
foundations for reading and
writing.
• Daily reading and hearing
aspirational books.
• Letters and Sounds is a phonics programme
that is divided into six phases, with each
phase building on the skills and knowledge
of previous learning. Children have time to
practise and rapidly expand their ability to
read and spell words. They are also taught
to read and spell ‘tricky words’, which are
words with spellings that are unusual.
• Children move through the phases from
nursery to year 2.
Phase One - Nursery
Teachers plan activities that will help children
to listen attentively to sounds around them,
such as the sounds of their toys and to sounds
in spoken language. Teachers teach a wide
range of nursery rhymes and songs. This helps
to increase the number of words they know –
their vocabulary – and helps them talk
confidently about books.
Phase One Activities:
• “I can see a dog, a d-o-g, a dog.” (segment and
blend words from the child’s environment.)
• Hear sounds in the environment – can you hear
the wind? What noise does it make?
• Can you make a dog noise? A cat noise? How do
they sound the same/different?
• Play with musical instruments and discuss
the sounds.
Phase 2 – Reception
• In this phase children will continue practising
what they have learned from phase 1,
including ‘sound-talk’. They will also be taught
the phonemes (sounds) for a number of
letters (graphemes), which phoneme is
represented by which grapheme and that a
phoneme can be represented by more than
one letter, for example, /ll/ as in b-e-ll.
Children will call this a digraph.
• At Mountford Manor we use Jolly Phonics.
Phase 2 Activities:
• Segment and blend sounds for reading
and writing – in the child’s
environment/shop signs/road signs etc.
• Use phoneme frames to support the
child in segmenting and blending.
• Use beads/cubes to build words.
• Practise using homework given by
teachers and reading books daily.
Phase 3 – Reception
The purpose of this phase 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
• 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.
Phase 3 Activities:
• Use beads or cubes to combine sounds and
make digraphs, build words using these
• Children play ‘spot the digraph’ on the page of
their book. Can they think of other words with
this digraph?
Phase 4 – Reception/Year One
• Children continue to practise previously learned graphemes and
phonemes and learn how to read and write:
• CVCC words: tent, damp, toast, chimp
• For example, in the word ‘toast’, t = consonant, oa = vowel, s =
consonant, t = consonant.
• and CCVC words: swim, plum, sport, cream, spoon
• For example, in the word ‘cream’, c = consonant, r = consonant,
ee = vowel, m = consonant.
• 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
Phase 4 Activities:
• Focussing on blending and
segmenting longer words.
• Break words down (segment) using
sound buttons.
• Play buried treasure with real and
nonsense words.
• Notice consonant blends such as
string
Phase 5 – Year One
In Phase 5 children learn the alternative
graphemes for sounds they already know. E.g ai
can be represented as ay etc. They will learn
about split digraphs in this phase – when a
sound is represented in the format a-e.
Children should be using the terms vowel
and consonant.
Phase 5 Activities:
• Play phase 5 bingo, matching sounds to their
alternative sounds e.g. matching ay and ai.
• Read longer words by breaking them down
into syllables.
• Look at where the sound comes in a word (oi
usually in the middle, oy usually at the end).
Phase 6 – Year 1/Year 2
This phase focuses on grammar. Children will
learn suffixes and prefixes and also how a word
changes when it becomes plural or changes
tense.
Homophones and apostrophes.
Phase 6 Activities:
• Look at word prefixes and suffixes, can you
make silly words by changing the prefix and
suffix (beginning and end)?
• Play spelling rule bingo (match words that
have the gh as f rule for example)
For any phase phoneme frames can be used – show a picture
then break it down into its phonemes. Write the graphemes
.
Useful websites:
www.phonicsplay.co.uk
www.jollylearning.co.uk
www.twinkl.co.uk (for resources to print)