Transcript Year 1 Phonics workshop - Stockingford Primary School

Year 1
Phonics
What is Phonics?
Phonics is the key that unlocks the
door to reading and writing.
The journey so far…
• In Reception, children have learnt to recognise 44
different phonemes, and the graphemes that
represent them.
• A phoneme is the smallest unit of sound in a word
(for example /c/ , /oa/ , /igh/).
• A grapheme is the letter or letters that
represent a phoneme (for example the letters s
and h make /sh/, a and r make /ar/).
The 44 phonemes
/b/
/d/
/f/
/g/
/h/
/j/
/k/
/l/
/m/
/n/
/ng/
/p/
/r/
/s/
/t/
/v/
/w/
/y/
/z/
/th/
/th/
/ch/
/sh/ /zh/ /a/
/e/
/i/
/o/
/u/
/ae/ /ee/ /ie/
/oe/
/ue/ /oo/ /ar/ /ur/ /au/ /er/ /ow/ /oi/
/air/ /ear/ /ure/
In Reception…
• Children have learnt to blend
phonemes to read CVC words.
p – a – t = pat
s – oa – p = soap
n – igh – t = night
• They have learnt to segment CVC
words for spelling.
r ai n
hat
• Children have learnt the letter names.
• They have are also able to read and
spell some tricky words.
Tricky words are words that cannot
be decoded by sounding them out.
For example… some, what, my, little.
Now they are in Year 1…
Children will continue to practise reading and
spelling words with adjacent consonants.
For example,
w – i – n – d = wind
p – ai – n – t = paint
b – r- u – sh = brush
t – w – i – s – t = twist
And they will practise reading and spelling 2 syllable
words.
For example,
lunchbox = l-u-n-ch / b-o-x
starlight = s-t-ar / l-igh-t
Throughout Year 1…
Children will learn new
graphemes for phonemes
they know.
They will learn alternative
pronunciations for
graphemes they know.
New Graphemes for Phonemes they
know…
Children have learnt that the grapheme ai makes
the phoneme /ai/.
They will now learn that there are other ways of
spelling the phoneme /ai/.
For example,
ay – stay
a-e – cake
They will learn rules for the alternative spellings,
and be encouraged to spot patterns in the way
words are spelt.
Eg,
bake, cake, fake, Jake, lake, make, rake, wake
Alternative graphemes taught…
Know
New
Know
New
ai
ay (day) a-e (game)
ow
ou (found)
ee
ea (bead) ey (trolley)
e-e (Pete)
oi
oy (boy)
igh
ie (tie) i-e (bike)
ear
eer (beer) ere (here)
oa
oe (toe) o-e (bone) ow
(slow)
air
ear(pear),are(care)
oo
ue (blue) ew (chew)
u-e (rude)
w
wh (when)
or
aw (lawn) au (author)
f
ph (phone)
ur
ir (bird) er (fern)
Alternative pronunciation
i
fin, find
ea eat, head
o
hot, both
er farmer, term
c
cat, city
a hat, what
g
got, giant
y yes, by, very
u
but, music
ch chin, school, chef
ow now, snow
ie tie, field
ou out, soup, mould
By the End of Year 1
 Children will become quicker at recognising
graphemes of more than one letter in words and
blending the phonemes they represent to read.
 When spelling words, they will choose the
appropriate graphemes to represent the
phonemes.
 They will learn how to read and spell more tricky
words.
 They will undertake the Year 1 Phonics Screening
Check.
Year 1 Phonics screening
Check
• The Year 1 phonics screening check is a short
assessment to confirm whether individual pupils have
learnt phonic decoding to an appropriate standard.
• It will identify the children who need extra help so they
can be given support by their school to improve their
reading skills. They will then be able to retake the
check so that schools can track pupils until they are
able to decode.
• The phonics screening check will take place in June.
• The class teacher will administer the test.
• It will be a short, simple screening check to make sure
that all pupils have grasped fundamental phonic skills.
It comprises a list of 40 words – 20 real words and 20
non-words, which a child will read one-to-one with their
teacher.
• The threshold in 2012 and 2013 was 32 words out of
40. Children need to read at least 32 out of the 40
words in order to ‘pass’ the screening check.
• ‘Non-words’ are included because they will be new to
all pupils, so there will not be a bias to those with a
good vocabulary knowledge or visual memory of
words.
• The non-words are presented alongside a picture of an
imaginary creature, and children can be told the nonword is the name of that type of creature. This helps
children to understand the non-word should not be
matched to their existing vocabulary.
• Pupils who can read non-words should have the skills
to decode almost any unfamiliar word.
Here as an example of the screening check:
Now you have the
knowledge….
• Read as much as possible to your child.
• Listen to your child read every day.
• Little and often is the key - make it fun, not
formal!
• Encourage and praise your child’s efforts.
• Ask your child’s teacher if you want to know more.
Useful websites
• www.oxfordowl.co.uk
• www.parentsintouch.co.uk
• www.bbc.co.uk/schools/parents
• www.jollylearning.co.uk/
•
•
•
•
www.focusonphonics.co.uk/
www.syntheticphonics.com
www.phonicsplay.co.uk
www.bugclub.co.uk