Transcript Helping your child to read - Brightwalton Primary School

Helping your child with
phonics and reading
Mrs Julie-Anne Stuart & Mrs Janet Patterson
8th October 2015
Aims of the session
• To explain how the teaching of
phonics and reading is carried out at
Brightwalton.
• To explain how children use phonics
to start reading simple sentences
and later develop into confident
readers.
• To explain how you can best help
your child with phonics and reading
at home.
Letters and Sounds
• 6 phases starting from birth and
generally up to the end of Year 2.
• Continued in years 3 – 6 as
necessary.
• Focus on phonemes, graphemes
and digraphs.
Phoneme
• This is the smallest unit of sound
in a word.
• E.g.
c at the beginning of cat
Grapheme
This is the letter that represents the
phoneme.
The grapheme could be 1 letter, 2 letters or
more!
t
ai
igh
Key Grapheme Vocabulary
Digraph - 2 letters making one sound
( ai, ee, oo)
Trigraph - 3 letters making one sound
( igh , dge )
Split diagraph - Where the two letters
are not adjacent
(cake a-e, trike i-e )
Used to be taught as ‘magic e’
Blending
Blending is recognising the letter
sounds in a written word, for
example c-u-p, and merging them
in the order in which they are
written to read the word ‘cup’
Blending continued...
• Blending begins as soon as children
start learning phonemes
• We start with words with 2 phonemes
and then 3 phonemes
E.g. i-n = in and s-a-t = sat
• Running the sounds a little quicker can
help if a child is struggling.
• One day it just clicks!
Segmenting
Segmenting is identifying the
individual sounds in a spoken word
(e.g. ‘him’ = h–i–m)
and writing down letters for each
sound to form the word.
Pronunciation of sounds
Google – Articulation of Phonemes
High frequency words
• Your child will have a variety of
tricky words or high frequency
words to learn.
• Tricky words cannot generally be
sounded out.
• The aim is for children to
recognise these words
automatically without sounding
them out.
Phase 1
• Children explore and experiment with
sounds, differentiate between sounds
and become familiar with rhyme,
rhythm and alliteration
• This phase continues throughout their
Primary Education
Stages of Phonological Awareness Within Phase 1
SEVEN ASPECTS –
• Environmental sound
• Instrumental sounds
• Body percussion
• Rhythm and rhyme
• Alliteration
• Voice sounds
• Oral blending and segmenting
Phase 2
• Introduces grapheme/phoneme
(letter/sound) correspondence (beginning of
Reception)
• Children are taught that words are constructed
from phonemes and that phonemes are
represented by graphemes. They begin with19
of the most common consonants and vowels.
s, a, t, p, i, n, m, d, g,
o, c, k, e, u, r, h, b, f, l
• We learn to blend and segment for reading
and writing.
Phase 3
• Teaches children one grapheme for each of
the 44 phonemes in order to read and spell
simple regular words. (Reception)
• Children continue to link sounds to letters,
naming and sounding the letters of the alphabet.
They hear and say sounds in the order they
occur in the word and read simple words by
blending the phonemes from left to right. They
recognise common digraphs (e.g. th) and read
some high frequency words.
Phase 4
• To teach children to read and spell words
containing adjacent consonants (end of
Reception)
• Children will learn to blend and segment
adjacent consonants in words and apply this
skill when reading and spelling. Children will
move from CVC words (pot, sheep) to
CVCC words (pots) and CCVC words (spot)
and then CCVCC words (spots)
Phase 5
• Teaches children to recognise and use
alternative ways of pronouncing the
graphemes and spelling the phonemes
already taught (Year One)
• Children will use alternative ways of
pronouncing the graphemes (e.g. the ‘c’ in
coat and city) and recognise an increasing
number of high frequency words
automatically. Knowledge and skills of
phonics will continue to be the prime
approach to reading and spelling for many.
Phase 6
• Teaches children to develop their skills
and automaticity in reading and spelling,
creating ever increasing capacity to
attend to reading for meaning. (Year Two)
• Applying phonic knowledge to recognise and
spell an increasing number of complex
words.
• Read an increasing number of high and
medium frequency words independently and
automatically.
Reading a simple sentence
• Once your child has become confident
with blending individual words, simple
sentences are introduced.
• For example – A cat on a mat.
• They know A, sound out cat, read a
cat, then continue through the
sentence.
• At the end of the sentence see if your
child can re-read it. Help them if
necessary.
Using the pictures
• The pictures in the book are a very
helpful tool for the children.
• Do a Book Walk first - Look at the
cover. What do we think it might be
about? Look through the pictures,
introduce the characters, talk about
what might be happening.
• Point out any very tricky words, telling
your child what they are.
De-coding difficult words
• As your child progresses, some
words will be difficult for them.
• Check the initial sound, is there
anything in the picture that might
be that word?
• Help your child to think if that
word would “fit” in the sentence.
Supporting your child
• Reading is an important skill for your child’s
future. It is important to be as positive and
encouraging as possible when hearing your
child read.
• If you notice they are a little tired one night,
focus on telling them a story rather than
asking your child to read.
• If a child is finding a word difficult, break the
word up, sound it out and look at the pictures.
• Never let your child become completely stuck.
Supporting your child
• Do read to your child as often as you
can, bedtime stories are great for
modelling reading and story language!
• Talk about what you are reading and
ask your child what they think will
happen next or why something
happened.
• Comprehension is VERY important.
Supporting your child
• Ensure that there is lots to read around
the house – books, comics, magazines
etc.
• Encourage them to read the signs and
notices when you are out and about.
• If your child wants to read a book that
you know is too tricky, read it to them
or help them make up a story using the
pictures.
Any concerns?
• If you are concerned, please come
and talk to us.
• Thank you – any questions?