Transcript Phonics - Langley Park Primary Academy

Tuesday 4 th October 2016
Words are made up from small units of sound, the smallest
units of sound are called phonemes.
Phonics teaches children to be able to listen carefully and
identify the phonemes that make up each word.
Children are taught which grapheme (letter or letters) make
this sound.
This helps children to learn to read and to spell words.
 Children have 20mins daily discrete phonics lessons;
 Children are taught to read by breaking down words into
separate sounds (phonemes). They are then taught how to
blend or slide these sounds together to read the whole
word and to also segment the phonemes in a word when
independently writing.
 There are around 40 different sounds. These are taught
across 6 phases.
A 10
B4
C7
D6
A 10
B4
C7
D6
 Phonics starts in nursery, where children learn
fundamental skills such as exploring rhythm and rhyme,
building listening skills, tuning into sounds around them
and finally being able to identify initial sounds and blend
and segment.
 Aspects of phase one; Environmental sounds, Instrumental
sounds, Body Percussion, Rhythm and Rhyme,
Alliteration, Voice Sounds, Oral segmenting and blending.
 Phase 1 builds and develops speaking and listening skills.
A When someone phones me
B The smallest unit of sound in a word
C A CVC word
D A CVCC word
What is a phoneme?
A When someone phones me
B The smallest unit of sound in a word
C A CVC word
D A CVCC word
 Phonics teaches children about the sounds that make up
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words. In Phase 2, children start by learning what letters
look like and the sounds they make, for example, children
will learn what the letter 's' looks like and the sound 's'
makes.
By the end of phase two children should be able to read
some vc (vowel, consonant ) and cvc words.
Children will also learn to read the words ‘the, to, go, I and
no.’
Five sets of letters are introduced – one set per week –
s,a,t,p,i,n,m,d,g,o,c,ck,e,u,r,h,b,f,ff,l,ll,s
Alphablocks
c
j
u
g
b
oa
t
a
k
e
C
a
t
 At, am, as
 In, it, is, if
 On,
 Up, us
d
o
g
A The letter names.
B The alphabet song.
C Phonemes for the first set of letters, blending and segmenting.
D How to sing.
What does phase two of
letters and sounds teach?
A The letter names.
B The alphabet song.
C Phonemes for the first set of letters, blending and segmenting.
D How to sing.
A Noises buttons make.
B The noise Jenson Button makes when he drives his F1 car.
C Small dots below phonemes and when we press them they
make different sounds.
D Letters of the alphabet.
A Noises buttons make.
B The noise Jenson Button makes when he drives his F1 car.
C Small dots below phonemes and when we press them they
make different sounds.
D Letters of the alphabet.
 Children are taught another 25 graphemes; j, v, w, x, y, z,
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zz, qu
Consonant digraphs: ch, sh, th, ng
Vowel digraphs: ai, ee, igh, oa, oo, ar, or, ur, ow, oi, ear, air,
ure, er
Children continue to blend and segment CVC words for
reading and spelling.
Children will then use this knowledge to blend and
segment two syllable words.
A Using phonemes to spell a word
B Stirring ingredients in a bowl to mix them together
C Sliding together individual sounds to make a word
D A type of phonics scheme
A Using phonemes to spell a word
B Stirring ingredients in a bowl to mix them together
C Sliding together individual sounds to make a word
D A type of phonics scheme
A Using phonemes to spell a word
B Separating children that misbehave together
C Sliding together individual sounds to make a word
D A type of phonics scheme
What is segmenting?
A Using phonemes to spell a word
B Separating children that misbehave together
C Sliding together individual sounds to make a word
D A type of phonics scheme
ch
i
p
A A chart that shows us which phase the children are working on
B Words that can not be sounded out
C A CVC word
D A sound made up of two letters
What is a digraph?
A A chart that shows us which phase the children are working on
B Words that can not be sounded out
C A CVC word
D A sound made up of two letters e.g. ck, sh, ch, ng
 By Phase 4 children are able to represent each of 42
phonemes by a grapheme. Children will be able to blend
and segment CVCC words for reading and spelling.
 Phase 4 is consolidation of children’s knowledge. Children
are encouraged to practice blending for reading and
segmenting for spelling of adjacent consonants.
ch
i
m
p
A A word that is hard to spell
B A word that can not be sounded out
C A word that magicians use
D A word the children will read a lot
A A word that is hard to spell
B A word that can not be sounded out e.g. go, no, the, to, he,
C A word that magicians use
D A word the children will read a lot
 Children will broaden their knowledge of graphemes and
phonemes.
 They will learn alternative pronunciations of graphemes
including split digraphs.
c
l
ow
n
p
ou
n
d
A A grid to help children when writing (sounding out) words.
B Something to climb on.
C Something you use to cross-stitch.
D A network you set up on your phone.
A A grid to help children when writing (sounding out) words.
B Something to climb on.
C Something you use to cross-stitch.
D A network you set up on your phone.
Every Year 1 child in the country will be taking a statutory phonics screening
check in the same week.
The Government estimates that each check will take 4 to 9 minutes to
complete;
They will be asked to ‘sound out’ a word and blend the sounds together. e.g.
d-o-g – dog
The check will consist of 40 words and non-words;
Children will be told if the word is a real or ‘alien’ word, with a corresponding
alien image.
Teachers are not permitted to indicate to the children at the time whether
they have correctly sounded out and / or blended the word.
 Children working at phase six can read hundreds of
words automatically.
 Children can decode words quickly and silently.
 Children’s spelling will be phonemically accurate.
 During this phase children become fluent readers and
increasingly accurate spellers.
 Recycle
 Bravely
 Misbehave
 Hopeful
A Yes, I feel really confident!
B Together we can do it!
C I can not wait to get home and play with my child!
D Bring it on!!!
A Yes, I feel really confident!
B Together we can do it!
C I can not wait to get home and play with my child!
D Bring it on!!!