Transcript Phonics Presentation - Kimpton C Of E Primary School

 To
have an understanding of
phonic subject knowledge

Teaching phonics requires a technical skill in
enunciation

Phonemes should be articulated clearly and
precisely
Pronouncing phonemes
Long continuous sounds:
f
l
m
n
r
s
sh
v
th
z
Short sharp unvoiced sounds:
c
p t
ch
h
The hardest to pronounce clearly! Try to keep them short…
b
d
g
w
qu
y
phonics is
skills of
segmentation
and blending
+
knowledge of
the alphabetic
code
Phonics consists of:
•Identifying sounds in spoken words
•Recognising the common spellings of
each phoneme
•Blending phonemes into words for reading
•Segmenting words into phonemes for
spelling
Phoneme
A phoneme is the smallest unit of sound
in a word
Grapheme
A grapheme is a letter or sequence of
letters representing a phoneme
t
ai
igh
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In English we use about 44 phonemes,
represented by 26 letters.
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Phonemes (sounds) are represented by
graphemes (letters)
A grapheme may consist of one (t), two
(kn) or more letters (igh).
A phoneme can be represented/spelled
in more than one way cat, kennel, choir.
The same grapheme may represent
more than one phoneme me, met.
Letters: a b c d e f g h i j k l m n o p q r s t u v w x y z
Some of the 140 (approx.) letter combinations illustrated within words:
cat, look, would, put, peg, bread, cart, fast, pig, wanted, burn, first,
term, heard, work, log, want, torn, door, warn, plug, love, haul, law,
call, pain, day, gate, station, wooden, circus, sister, sweet, heat, thief,
these, down, shout, tried, light, my, shine, mind, coin, boy, road,
blow, bone, cold, stairs, bear, hare, moon, blue, grew, tune, fear,
beer, here, baby, sun, mouse, city, science, dog, tap, field, photo,
van, game, was, hat, where, judge, giant, barge, yes, cook, quick,
mix, Chris, zebra, please, is, lamb, then, monkey, comb, thin, nut,
knife, gnat, chip, watch, paper, ship, mission, chef, rabbit, wrong,
treasure, ring, sink.
Phonemes:
/b/ /d/ /f/ /g/ /h/ /j/ /k/ /l/ /m/ /n/ /p/ /r/ /s/ /t/ /v/ /w/ /wh/ /qu/ /y/ /z/ /th/ /th/
/ch/ /sh/ /zh/ /ng/ /a/ /e/ /i/ /o/ /u/ /ae/ /ee/ /ie/ /oe/ /ue/ /oo/ /ar/ /ur/ /or/
/au/ /er/ /ow/ /oi/ /air/ /ear/
Blending:
◦
◦
◦
◦
◦
Recognising the letter-sounds in a
written word, for example c-u-p, sh-ee-p
and merging or synthesising them in the
order in which they are written to pronounce
the word ‘cup’, ‘sheep.’
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Merging the individual phonemes together
to pronounce a word.
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To read unfamiliar words a child must
recognise (sound out) each grapheme, not
each letter, then merge the phonemes
together to make a word
Oral blending:
◦ Hearing a series of spoken sounds
(phonemes
◦ and merging them together to make
◦ a spoken word. No text is used.
◦ For example, When a teacher calls out ‘b-u-s’
or ‘c-r-ay-o-n,
◦ the children say ‘bus’ or ‘crayon.’
Segmenting:
 Identifying the individual sounds in a spoken word (eg
h-i-m, s-t-or-k) and writing down or manipulating letters
for each sound (phoneme) to form the word ‘him’.
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Hear and say the individual phonemes within
words
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In order to spell, children need to segment a
word into its component phonemes and
choose a grapheme to represent each
phoneme
Digraph:
Two letters which make one phoneme.
A consonant digraph contains 2 consonants:
sh ck th
ll
A vowel digraph contains at least one vowel:
ai
ee ar
oy
ll
ss
ff
zz
hill, mess, puff, fizz
sh
ch
th
wh
ship, chat, thin, whip
ng
qu ck
sing, quick
Trigraph:
Three letters, which make one phoneme.
igh
dge tch
Split digraph:
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A digraph in which the two letters are
not adjacent – e.g. make
tie
time
tree
these
toe
tone
cue
cube
?ae
cave
time
made
spike
have
come
bride
some
shine
time
made
spike
have
come
bride
some
shine
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‘k’ sound is preceded by a consonant eg.
‘nk’, ‘sk’
‘ck’ is always preceded by a vowel
duck
sock
neck
lock
rock
tick
kick
peck
rack
sick
clock
shock
1
2
3
c
b
f
kn
a
ir
i
igh
t
d
sh
t
These words each have three phonemes (separate
sounds). Each of these phonemes is represented by a
grapheme.
rain
bright
witch
slaughter
speed
crayon
slight
toast
broom
foil
speed
crayon
slight
toast
broom
foil
WORD
bleed
creed
deed
speed
weed
greed
PHONEMES
WORD
PHONEMES
bleed
b
l
ee
d
creed
c
r
ee
d
deed
d
ee
d
speed
s
p
ee
weed
w
ee
d
greed
g
r
ee
d
d
CVC
refers to phonemes
not letters!
bow
few
saw
her
bow
few
saw
her
CVC words – clarifying some
misunderstandings – which are
nor CVC words?
pig
chick
church
car
boy
down
curl
wheel
thorn
for
day
dear
head
shirt
pig
chick
church
car
boy
down
curl
wheel
thorn
for
day
dear
head
shirt
pig
p
i
g
church
ch
ur
ch
boy
b
oy
curl
c
ur
l
thorn
th
or
n
day
d
ay
head
h
ea
d
chick ch
i
ck
car
c
ar
down
d
ow
n
ee
l
wheel wh
for
f
or
dear
d
ear
shirt
sh
ir
t
b l a ck
m
ccv c
f ou n d
cvcc
s t r ea
cccv c
blank
ccvcc
 Children
need to be taught to blend
and segment these phonemes within
CCVC and CVCC words.
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Should not be teaching ‘sl’, ‘sm’, ‘sn’ etc as units
of sound which need to be learned individually
Takes far too long and does not improve children’s
spelling and reading skills as quickly.
The same phoneme can be represented
in more than one way:
burn
first
term
heard
work
meat
bread
he
bed
bear
hear
cow
low
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When high-frequency words that are as yet not
decodable, children need to learn them as ‘tricky
words’
Most of these are decodable, but they are often
too complex in the early stages of learning
phonics. It is therefore need to to learn these as
‘tricky words’.
We teach 4 phases
Phase 1 of Letters and Sounds concentrates on developing children's speaking and
listening skills
Phase 2: Letters and their sounds are introduced one at a time.
Set 1: s, a, t, p
Set 2: i, n, m, d
Set 3: g, o, c, k
Set 4: ck, e, u, r
Set 5: h, b, f, ff, l, ll, ss
By the time they reach Phase 3, children will be able to blend and segment words
containing the 19 letters taught in Phase 2.
Phase 3 introduces 25 new graphemes including digraphs.
Set 6: j, v, w, x
Set 7: y, z, zz, qu
Consonant digraphs: ch, sh, th, ng
Vowel digraphs: ai, ee, igh, oa, oo, ar, or, ur, ow, oi, ear, air, ure, er
Phase 4, no new graphemes are introduced. The main aim of this phase is to consolidate
the children's knowledge and to help them learn to read and spell words which have
adjacent consonants, such as trap, string and milk.
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A typical daily phonics lesson lasts about twenty minutes. It consists
of a variety of activities including:
Rhymes and songs
Recognizing letters of the alphabet
Writing letters in sand, shaving foam, paint, pencils, pens, rainbow
writing, tracing, chalks, whiteboards
Rubbing out letters on the interactive whiteboard
Treasure hunts (finding objects with certain initial sounds)
N,S,E,W (hearing a word and identifying the initial sound)
Magnetic letters to make cvc words
ICT programs / games
Speed challenges
Activities are set up in the classroom and outside providing
continuous opportunities for the children to practise and consolidate
their learning.
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How you can help at home
Read to, and with your child
Sing songs and rhymes
Play ‘eye spy’
Look for letters at home and in the environment – letters on number
plates, house names, street signs
Treasure hunts – ‘ How many things can we find at home which
begin with this sound?’
Magnetic letters
Messy play – e.g write letters in rice or flour. Make the letter using
cooked spaghetti, play dough
Matching pairs games
Sticky notes around the house
Ask your child to help you write lists, labels etc
Make it Fun
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Letters and Sounds Phase 5 covers
wh and ph –
Split digraph 'e'
ay, ea, ie, oe, ew, ue, au, aw, ou, oy, ir, ey
Alternative spellings of phonemes
Read and spell fully decodable high frequency
words on 100 list.
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A typical lesson
On whiteboards revisit a tricky word spelling.
Introduce new sound or spelling.
Investigate through whole class game.
Talk about patterns, rules
Apply with quickwrite activity or reading and
writing sentences.
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How you can help at home
Ask your child what they have been learning
about in phonics.
See if you can find that sound or word when
you are reading together.
Encourage your child with words they may
find difficult to spell – stick them on the
fridge!
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Focus is Phase Six of Letters and Sounds.
Booster groups for children who need extra support within
the lower phases.
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Reading:
Shift from learning to read to learning from reading.
Importance of reading at a more fluent and quicker pace.
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Writing:
Large focus on adding suffixes to base words – focus within
the new end of KS1 Writing Standards.
Looking at difference tenses and the rules that follow.
High frequency words (common exception words)
Assess
Objective = adding –ing
Follow the same format of teaching for each new
rule introduce.
 Assess prior knowledge – children have to add –
ing to words given to them on whiteboards
(some children will have already established the
‘dropping of the e’ through reading.
 Teach – what have the children notice about
adding –ing already? Dropping the e, doubling
the consonant and just adding –ing.
 Practice – Phonics Play game, word cards on
tables to adding –ing to, sentences that include
different –ing rules.
 Apply - modelling to children through shared
writing and a main focus with their extensive
writing for that week.
Teach
Practice
Apply
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How you can help at home?
Reading for 10 minutes everyday.
Common exception words – photocopies
available on your table.
Comprehension questions – question mats on
your table.
Flashcards of base words – what are the
different suffixes we could add to this base
word?