Transcript Parents phonics presentation PPT File

Roots to Grow and Wings to Fly
Phonics for
Families
Melbourne
Primary School
So what is ‘Phonics?’
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Phonics is the skill of hearing the sounds of a letter
and recognising the letter shapes that match the
sounds.
Children need to be able to hear, see and say these,
this takes lots of practise!
Letters & Sounds
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At Melbourne C. P. School we use the Letters and
Sounds programme and support this using the Jolly
Phonics actions and songs.
We build on the basic skills
that are started at home
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Most children have begun to
learn about rhyme, rhythm and
repetition through their earliest
stories and nursery rhymes.
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They are developing their
listening skills and beginning to
understand how books work
through the sharing of books.
Daily Phonics Session
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Review - practise previously learned letters
Teach - new grapheme/phoneme
correspondence
- blending and segmenting
- tricky words
Practise - new phoneme/grapheme correspondences
- the skills of blending and segmenting
Apply
- read or write a caption
Phonics Phase 1
Tuning children into sounds
Talking about sounds
Playing listening games
Singing songs and rhymes
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All these things will help to build up connections in the
brain, an enjoyment of language and confidence to try
things out.
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It is a crucial phase that paves the way for a phonics
teaching to begin.
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The skills the children learn in Phase 1 support their
learning throughout all the other Phases.
What this looks like in school:
Letters and Sound Phase 1 : 7 aspects
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Environmental sounds
Instrumental sounds
Body percussion
Rhythm and rhyme
Alliteration
Voice sounds
Oral blending and segmenting
Then were to next?
When a child has:
 The ability to distinguish between speech
sounds.
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Are beginning to be able to blend and
segment words orally.
Phase 2
 At
Phase 2 we start to teach children
the graphemes (letters)
and phonemes (sounds).
Phonemes
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A phoneme is the smallest unit of sound in a word.
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There are 44 phonemes that we teach. Once the
children have learn some single letters, we then move
onto digraphs and trigraphs.
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DIGRAPHS – 2 letters that make 1 sound
ll ss zz oa ai
TRIGRAPHS – 3 letters that make 1 sound
igh dge
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It is very important that we use the correct vocabulary
and the correct pronunciation.
The 44 letter sounds
https://www.youtube.com/watch?v=ksblMiliA8
Graphemes
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Sounds (phonemes) are represented by letters
(graphemes).
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More than one letter can represent a phoneme
e.g.
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m
ai
igh
We practise writing these graphemes using
cursive text, focusing on their formation, where
we start each grapheme and if they have an
ascender or descender.
Children need lots of practise
recognising the grapheme and saying
the phoneme that it represents and
forming the graphemes properly!
Blending
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Is recognising the phoneme
in a written word,
for example ‘c-u-p’
and merging or ‘blending’ them in the
order in which they are written to
pronounce the word ‘cup’
Segmenting
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Is the opposite to blending, this time we
‘Breaking Up’ a word to spell it out.
We need to hear individual phonemes
within a word and choosing a letter or
letter combination (e.g. – sh) to represent
the phoneme.
 e.g. ‘crash’ has 4 phonemes c-r-a-sh.
We use sound buttons to help us
blend and segment words
fin
bridge
catch
daylight
Segment and Blend these
words…
drep
blom
gris
Nonsense games like this help to build up
skills – and are fun!
Phase 3
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The aim of phase 3 is:
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To teach another 25 graphemes – most of them
comprising two letters (e.g. oa).
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To learn letter names.
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To continue to practise blending and segmentation.
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Apply knowledge of blending and segmenting to reading
and spelling simple two-syllable words and captions.
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To read some more ‘tricky’ words and begin to learn to
spell some of these words.
Phase 4
 There
is no new learning of phonemes.
 The aim of phase 4 is:
 To consolidate children’s knowledge; this
is a short phase with a duration of 4-6
weeks.
 Increase the speed of recognition of
graphemes and whole word.
 Increase the use of letter names.
Phase 5
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The aim of phase 5 is:
To be able to spell most of the 100 decodable words
To read and spell phonically decodable two-syllable and
three-syllable words
To read and spell a number of 'tricky' words.
Children are introduced to new graphemes and begin to
explore alternative pronunciations.
Children are encouraged to read words in favour of
continuing to sound-talk and blend them. However, they
continue to use overt or silent phonics for words that are
unfamiliar.
Alternate pronunciation
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The same grapheme
(spelling) can also
represent more than
one phoneme
(sound)!
 We begin by teaching
one way to write a
grapheme.
mean
deaf
crown
flown
field
tried
Phase 6
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Children entering phase six know most of the
common grapheme-phoneme correspondences.
 Many children can read longer and less familiar
texts independently and with increasing fluency.
 Children’s spelling is phonemically accurate,
although it may still be a little unconventional at
times.
Now you have the knowledge….
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Model good listening skills.
Help children to tune into sounds- play lots of sound and
listening games with your child.
Encourage them to make sounds themselves.
Give children time to respond.
Read as much as possible to and with your child.
Encourage and praise – get them to have a ‘good
guess’.
Observe their successes and difficulties – look, listen
and note!
Please speak to one of our team if you want to know
more.