Transcript Reception phonics and reading

Phonics
The link between sounds
and how we write them.
• Phoneme = Spoken sound
e.g. ‘e’ ‘j’ ‘m’
• Grapheme = Written sound
what the letters look like in
written form
e.g. (cheek)
Phonics in Reception
 Daily sessions (20 minutes)
 Assessed continuously
 Ability grouped (children may learn with other years
later on in year)
 New individual sounds and actions taught daily
 Focus communicated weekly
 High frequency and tricky word lists will be sent home
as children are ready
Phase 1 (Pre School)
 Having fun with sounds
 Listening carefully
 Developing their vocabulary
 Tuning into sounds
 Listening to and remembering sounds
 Talking about sounds
 Understanding that spoken words are made up of
different sounds
Phase 1 (Seven different areas)
 Environmental sounds
 Instrumental sounds
 Body percussion
 Rhythm and rhyme including listening to and saying
nursery rhymes
 Alliteration (words that begin with the same sound)
 Voice sounds
 Oral blending and segmenting
Phase 2
 Children learn 19 letters
 Learning to blend and segment
 Reading some VC and CVC words
 Spelling
 Reading 2 syllable words and simple captions
 Read some high frequency “tricky” words
Soundtalk (blending)
 Vital skill for reading
 Children should already be hearing the initial sounds in
words
 Separate sounds (phonemes) are spoken aloud, throughout each
word, then they are merged together to sound the whole word.
 Saying the sounds clearly is important for spelling.
 Merging is called ‘blending’.
E.g. c-a-t = cat
Soundtalk (segmenting)
 Vital skill for spelling
 Whole words are spoken aloud, then broken into
sounds through the whole word
E.g. Cat = c-a-t
Tricky Words
 Children will learn several tricky words; those that
cannot be sounded out .
E.g. the to
I
go
no
Articulation of phonemes
(don’t add “uh”)
 Avoid saying fuh, luh, muh – it makes it hard for the
children to blend.
 Some children struggle to pronounce certain sounds
correctly – w instead of r (wabbit, lowwy), f instead of
th (fick, fin) – please ensure that you model the
correct pronunciation and correct when they get it
wrong.
 http://www.youtube.com/watch?v=5J2Ddf_0Om8
Phase 3
 Children should now be able to read CVC words
independently
 Learn how to read digraphs.
 E.g ‘oa’ (as in boat)
 Begin to spell some tricky words and write
phrases and sentences
 The end of year expectation is that all
children are ready to start Phase 4
How can you support?
 Sing alphabet songs
 Play ‘I Spy’
 Magnetic letters
 Practise word lists
 Verbally make up sentences (using the word lists)
 When writing name labels for children or writing
anything for them, please use lower case letters instead
of capitals.
Useful Websites
• Phonics Play
www.phonicsplay.co.uk
• ICT games
www.ictgames.com/literacy.html
• BBC
www.bbc.co.uk/schools/wordsandpictures/phonics/
• Communication 4 all – useful charts
www.communication4all.co.uk/http/PhonicsWeb.htm
Reading
Reading – End of year expectations
Early Learning Goals
 Children read and understand simple sentences.
 They use phonic knowledge to decode regular words and
read them aloud accurately e.g kick, chip, sat, thing
 Read some common irregular words from phase 2 and 3 e.g
no, go, to, said
 Demonstrate understanding when talking to others about
what they have read.
Reading in school
 Reading scheme books sent home daily
 Guided reading
 Word cards sent home daily and checked weekly
 Reception basket books sent home after half term to
read with your child
 Library books in the summer term
How children read
 Children use various strategies to help them read
1. Using picture clues – don’t cover up the pictures!
2. Using phonic knowledge to blend sounds together.
3. Does what they are reading make sense?
Share books with children and encourage them to tell a
story using the pictures.
Are there any words or sounds they know?
Encourage them to blend simple cvc words together.
How you can help at home
 Regular reading/sharing books at home
 Visiting the library
 Model reading to children at story time
 Spotting familiar names in the environment –Boots, B
and Q,, Next etc.
 Practise weekly phonemes from phonics sessions