Transcript Phonics And Reading Training For Parents

Phonics for Parents
February 2015
What is phonics?
Letter sounds
Government initiative
Secure phonics = good reading,
writing and spelling.
Synthetic Phonics
We use an approach called Synthetic
Phonics.
Phonics for reading
Phonics for writing
The Phonic Alphabet
 The English language has 44 phonemes
(smallest unit of sound)
 They should be taught to write each
letter, forming it accurately.
 Children are taught to produce the sounds
as shortly as possible, e.g no ‘uh’ on the
end of ‘d’ and ‘g’.
 http://www.mrthorne.com/category/start
/
Enunciation
Teaching phonics requires a technical
skill in enunciation
Phonemes should be articulated
clearly and precisely.
Jolly Phonics
Each sound is supported by a story
and action.
Letters and Sounds
 6 phases
 Phase 1-listening to sounds
 Phase 2 and beyond- introducing the
phonemes (sounds letters make) and
graphemes (the letters that represent the
sounds).
Phase 1:Good listening
skills
Speaking and listening skills (games)
Rhyme
Alliteration
Phase 1 outcomes:
They may be able to distinguish
between speech sounds.
Many - blend and segment orally
Some - recognise words that rhyme
and be able to provide a string of
rhyming words.
Letters and Sounds:
Phase 2
19 phonemes and graphemes
Blend and segment
Tricky words
Letters and Sounds:
Phase 3
Next 25 graphemes
Middle vowel phonemes
Phase 4
• Consolidates knowledge of
sound/letter correspondence
• Introduces adjacent consonants
• No new phonemes/graphemes
• Typical duration: 4-6 weeks
Examples of CCVC, CVCC,
CCCVC and CCVCC
black
ccv c
s t r o ng
cccv c
felt
cvcc
blank
ccvcc
Phase 5
• Introduces additional graphemes
• Introduces alternative pronunciations
for reading
• Introduces alternative graphemes
for spelling
• Developing automaticity
Throughout Year One
A basic principle
The same phoneme can be
represented in more than one way:
burn
first
term
heard
work
The same grapheme can
be sound different in
different words
ant
table
raft
many
wash
above
a
ai
ar
e
o
u
Phase 6
• Increasing fluency and accuracy
• Throughout Year Two (although
teaching of spelling continues
throughout KS2 referring to Y2/Y3
materials, Spelling Bank and new
Support for Spelling materials)
Subject Knowledge covered:
• Introducing and teaching the past
tense
• Investigating and learning how to add
suffixes
• Teaching and spelling long words
• Finding and learning the difficult bits
in words
Spelling strategies:
Strategies
Explanations:
1. Syllables
To learn my word, I can listen to how
many syllables there are so I can
break it into smaller bits to
remember (e.g.
Sep – tem – ber)
2. Base Words
To learn my word, I can find its base
word (e.g. Laughing = laugh + ing,
women = wo + men)
3. Analogy
To learn my word, I can use words I
already know to help me (e.g. could ;
would; should)
4. Mnemonics
To learn my word, I can make up a
sentence to help me (e.g. big
elephants can’t always use small
exits)
Spelling
• There are patterns or regularities that help to
determine choices or narrow possibilities – for example
for each vowel phoneme some digraphs and trigraphs
are more frequently used before certain consonants
than others
• Children need to explore these patterns through word
investigations
• Teachers need to understand these patterns in order to
structure their teaching and design or select
appropriate activities
High frequency words
• The majority of high frequency
words are phonically regular
• Some exceptions – for example
the and was – should be directly
taught
Expectations
 Phase 1: majority of children will be confident and
achieved this level by the end of Nursery.
 At least 80% of children should leave Reception:
 Having achieved Phase 3
 Reading and writing independently
 Confident readers and writers
 Expect above average to be working at Phase 4
 Phase 5 taught during year 1
 Phase 6 taught during year 2
How to help at home
 Practise sounds using letter cards.
 Challenge the children to find objects that begin
with a certain sound.
 Play ‘I Spy’ with phonemes not letter names.
 Practise letter formation.
 Play rhyming bingo, lotto and extend rhyming
strings.
 Play games with words.
 Make sentences with words.
MANY THANKS TO YOU
ALL!
Any questions?
Reading with your child
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Children who have been read to
daily tend to achieve more in the
first year of primary school not
only in language and literacy,
but across all other areas of
learning and development
(Hansen, K and others 2010)
What is reading?
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"Reading" is the process of looking
at a series of written symbols and
getting meaning from them. When
we read, we use our eyes to receive
written symbols (letters, punctuation
marks and spaces) and we use our
brain to convert them into words,
sentences and paragraphs that
communicate something to us.
Reading can be silent (in our head)
or aloud (so that other people can
hear).
Reading at school
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Reception - Guided reading at
once every week
KS1 - Guided reading at least
twice a week
Individual reading with parent
volunteers
Individual reading with school
staff for targeted children
How do we teach reading?
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Looking at the book – front and back cover, spine,
blurb
Conventions of reading – which way to read
Pictures
Relating words to pictures
Using sounds to read simple, then more complex
words
High frequency words
Punctuation
Features of different texts
Reading ahead in the sentence
Comprehension
How do your children know that
reading is valued at home?
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Parents read – for work,
information, hobbies and
pleasure
Children and parents belong to
a library
Children receive books as
presents
Story CDs at home and in the
car
How to support reading at
home
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Read books which children
know from TV
A wide range of reading
materials: stories, poetry,
information books, comics,
recipes, internet, computer,
newspapers etc…..
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Sing nursery rhymes and other
songs
Tell stories – doesn’t always
have to have a book
Traditional tales – from all sorts
of cultures – tell stories and read
them
Reading – things to support
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The sounds of letters (phonics)
The shape of words & letters they
recognise by sight (common words –
and, went, the etc)
The meaning – what will make sense
in the story (context)
Grammar – does a word fit into the
sentence (e.g., is/was, was/were,
etc)
Reading to a child
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…..is more than simply reading
words aloud
You can talk about the book – what it
is about, what it means, why things
happen, why something is funny, etc.
Use all the information available,
e.g.: Cover – What is the book
about? Do we know
author/illustrator? Pictures – What is
going on? Are things happening that
the writing does not mention?
Talking about a book
Things to talk about
 Preferences – what do you like
(or dislike) about this book?
 Prediction – what do you think
will happen next?
 Explanation – how did that make
you feel? What do you think
about the ending?
Conditions for Successful
Home Reading
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Cosy and comfortable
Peace and quiet
Your undivided attention
Praise and enjoyment
Regular – 10/15 minutes per day
depending on the age of your child
Must fit into your lifestyle – bedtime,
before school
What to do if a child is stuck
on a word?
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Use sounds – sound out the whole word if
it can be or else try initial sound
Read the rest of the sentence – this may
help make sense of the unfamiliar word
Look at the pictures if this will help
Give the word but make sure the child rereads the sentence with the new word in it
Don’t take too long – a few seconds only
What do you do at home that
works for you and your child?
Which books to choose?
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Compelling illustrations
Poetic and memorable text
Absorbing story lines
Positive images
Repetitive refrains and rhyme
Content that provokes feelings
Text and images that extend thinking
and knowledge
Multi-layered messages