Transcript phonemes - SchoolsWire

Improve your
understanding of how
we teach Phonics to help
your child excel at
reading and writing! 
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Think of 1 letter 1 sound!
Thinks of 2 letters 1 sound!
Do you know any split digraphs?
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To give an overview of Synthetic phonics
To share the associated terminology
To inform how we teach Phonics using Letters
and Sounds
To learn how to correctly articulate the
phonemes
To familiarise ourselves with graphemes and
alternative graphemes for phonemes
To share an overview of the 6 Phases
To understand the importance of Phonics in
improving children’s ability to read and write
Phonics is…
Knowledge of
the alphabetic
code
Skills of
segmentation
and blending
Terminology
phoneme
grapheme
smallest unit of sound in a
word
a letter or sequence of
letters that represents
a phoneme
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Teaching phonics requires a technical skill in
enunciation.
Phonemes should be articulated clearly and
precisely.
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1.
f
l m n r s sh v th z
2.
c p t ch h
3.
b d g w qu y j
Simple and complex charts
DVD - Phase 4 Articulation
Blending
Segmentation
• Merging the individual
phonemes together to
pronounce a word.
• Hear and say the individual
phonemes within words.
• To read unfamiliar words a
child must recognise (sound out)
each grapheme, not each letter,
then merge the phonemes
together to make a word.
• In order to spell, children need
to segment a word into its
component phonemes and
choose a grapheme to represent
each phoneme.
Oral segmenting & blending
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
Trigraph
Three letters, which make one phoneme.
igh
dge
Split digraph
A digraph in which the two letters are
not adjacent – e.g. ‘make’.
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How do sound buttons help children with
segmenting and blending?
WORD
hop
hope
think
string
sprint
shelf
PHONEMES
ll
ss
ff
zz
hill, mess, puff, fizz
sh
ch
th
wh
ship, chat, thin, whip
ng
qu ck
sing, quick
…therefore
these are
CVC words
containing
consonant
digraphs.
b l a ck
ccv c
s t r ea m
cc c v c
f ou n d
c v cc
blank
ccvcc
CVCC oral segmentation and spelling
Model for daily teaching of phonics skills and knowledge
REVISIT AND REVIEW
recently and previously learned phoneme-grapheme correspondences, and blending and segmenting skills as
appropriate
TEACH
new phoneme-grapheme correspondences; skills of blending and segmenting
PRACTISE
new phoneme-grapheme correspondences; skills of blending and segmenting
APPLY
new knowledge and skills while reading/writing
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Tricky words otherwise referrred to as high
frequency words or sight words are those
common words that children need for reading
and writing that cannot be decoded e.g. said
sounded out is s/e/d.
Phase 3: Practising & Teaching ‘tricky’ words
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The ‘Jolly Phonics’ knowledge children
have from their Reception years is being
built upon also with some teaching
materials used; notably the Jolly songs and
actions.
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All Year 1 pupils will undertake the screening
check in June 2014.
It is an oral check of their ability to segment
and blend as well as identify the correct
graphemes they have been taught.
Any Year 2 children who failed to meet the
pass mark of 32/40 last June will retake the
check.
Please feel free to ask anything that I have
failed to outline or that you wish for more
clarification on 