Transcript Parent Workshop 2016 - PowerPoint

What does that mean?
Words you might hear your child use…
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Phoneme – the sound a letter makes
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Grapheme – the written letter
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Digraph – two letters together making one sound, e.g. /sh/ /ch/
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Trigraph – three letters together making one sound, e.g. /igh/ /ear/
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Split Vowel Digraph – two vowels separated by a consonant, making one sound, e.g. /o-e/ like in the word
/stone/. Sometimes referred to as ‘silent e’ or ‘magic e’
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Double Consonants – two consonants making one sound, e.g. /ff/
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Adjacent Consonants – two consonants which can be closely blended together, e.g. /mp/
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Sounding out – recognising and saying the individual sounds in a word, e.g. c-a-t (this does not work if you
say the letter names!)
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Blending – blending the sounds in a word in the order in which they are written to pronounce the word, e.g.
c-a-t = cat, sh-ee-p = sheep
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Segmenting – separating the word into its individual sounds to spell it in the right order, e.g. cat = c-a-t
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Chunking – splitting a word with more then one syllable into two or more chunks to make it easier to read
or write, e.g. laptop= lap – top
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Tricky Words – a word which cannot be sounded out and blended (does not follow normal sound patterns),
e.g. /said/
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High Frequency Words – words which appear in reading books the most, e.g. /the/
WORKSHOP
for parents of children
in Reception and Year 1
Phonics
Flashcards
Reading Strategies
Cursive Handwriting
Letters & Sounds
• 26 letters in the alphabet
• 44 sounds
• 144 combinations for spelling!
/oo/
Letters & Sounds
oo – boot
ew – blew
ue – blue
u-e – rule
to, two, soup, through, lose
/oo/ - foot
Letters & Sounds – Phase 1
Home, Pre-School, Reception
• General sound recognition – environmental sounds,
body percussion (clap, click, tap), voice sounds
• Rhythm
• Rhyme
• Alliteration
Phase 2
Pre-School, Reception
Make it fun!
‘Phonics Aerobics’
Jolly Phonics
Phase 2/3
abcdef…
satpin…
Blending
Recognising the letter sounds in a written word, for example s-a-t and
blending them in the order in which they are written to pronounce the
word ‘cat’
Not cuh-a-tuh
Stretch the sounds (glue them together) to hear the word.
Phase 2/3
Segmenting
The opposite of blending.
Chopping up the words to hear all the sounds (will help your child to spell).
Use robot arms to help separate the sounds.
Stretch out the word.
How many sounds are there in …?
cat
digger
giraffe
sheep
difficult
Letters & Sounds – Phases 3, 4, 5
Reception, Year 1, Year 2
Reading and writing….
• Digraphs – chop
• Trigraphs – fear
• Split Vowel Digraphs – bone
• Double Consonants – full
• Adjacent Consonants – stamp
• High Frequency Words – the, said…
• Tricky Words - flashcards
Year 1 Phonics Screening Check
 June (we will send out more information nearer the time)
 Can they use their phonic skills to read real and nonsense
words?
 A way to check their progress and know what to teach
them next
 40 words (20 real, 20 nonsense)
 Child-friendly, 1:1 with the teacher
 Can be retaken in Year 2 – does not mean they are a bad
reader!
High Frequency Words
Common words which appear very
often in written texts
Decodable: Words that can be sounded out
Tricky: Words which have to be learned or
recognised
How can we support our children to learn
these words?
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Seeing them often
Flashcards
Look Cover Say Write Check
Saying the letter names as you write
Games – snap, spray the word, bingo,
Reading Strategies
Handling the book
 Left to right
 ‘Return sweep’
 Turning one page at a time
 Pointing to each word (knowing the difference between a word
and a letter)
Decoding Strategies
 Picture clues
 Does it make sense?
 Skip the word
 Sound out and blend (look for digraphs etc.)
 Chunk the word
Do they understand the text?
Handwriting
Why do we teach it?
The focus on handwriting in the new National curriculum is
much greater.
How do we teach it?
The teaching of handwriting involves modelling, copying and
practising.
The Cursive Script
Key Features
• Each letter starts on the line
• All cursive letters are taught with a lead-in and exit stroke.
• Child usually keeps pencil on the paper for the whole letter, giving a
fluent style
• Modelling writing from left to right, children are less likely to reverse
letters
• Teaching a clear distinction between capitals and lower case letters
• Letters are of a consistent and suitable size
• Letters are positioned appropriately on the writing line as well as in
relation to one another.
• They are taught in letter groups/families rather than alphabetical order.
These groups are based on the orientation and shapes needed to form
the letters.
Have a try!
There is lined paper on the table
What we expect
Reception
• Cursive handwriting is modelled at the beginning of
Reception. At this early stage the emphasis is on readiness.
Year 1
• Children will have formal handwriting lessons
Year 2
• Continue with formal handwriting lessons. Children
will begin joining letters
Thank you for
listening!
On the website…
• A copy of this PowerPoint which includes a glossary of
terms used in our phonics lessons
• Cursive handwriting alphabet