Transcript KS1 Phonics Presentation 2016 PPT File

Frith Manor Primary
School
2016
Aims
 To
increase parent/carer confidence
and understanding about the teaching
of phonics.
 To become more aware of how
children learn phonics in school.
 To share ways that support can be
offered at home that reflect the ways
that we teach it in school.
At Frith Manor School, we follow the
Letters and Sounds programme. Letters
and Sounds is a phonics resource
published by the Department for
Education which consists of six phases.
We also use the Ruth Miskin mnemonics
(only) to help us with our letter formation.
WHAT DOES LETTERS AND
SOUNDS AIM TO DO?
 To
build children’s speaking and listening
skills.
 Prepare children for reading by developing
their phonic knowledge.
 Sets out a systematic programme of
phonics teaching and learning, with the aim
of children becoming fluent readers by the
age of seven.
 Letters and Sounds is taught in a discrete
20 minute session each day.
Terminology
Phonemes
Smallest unit of sound in a word. There are 44 phonemes and
only 26 letters in the alphabet. Before year 1 the children will
have learnt all 44 phonemes.
Year 1 is now where the fun really starts. This is because we
now find out that phonemes can be spelt differently and
letters can be combined to make alternative phonemes.
e.g. ch…
Choir
cheese
chef.
The ‘ch’ letter combination has three different pronunciations.
English spelling is not always phonetic.
Grapheme (1)
 a grapheme is a ‘symbol’ of a phoneme –
it’s a letter or group of letters
representing a sound
 A one letter grapheme:
 ‘c’
in cat
 (the
hard ‘c’ sound is represented by the
letter ‘c’)
A
two letter grapheme – known
as a diagraph
‘ee’
in leaf
(the
long ‘ee’ sound is represented
by the letters ‘ea’)
 Split
di-graphs – this is where the
two letters are not adjacent (a-e cake, e-e - theme, i-e – like)
A
three letter grapheme
-Trigraph
 ‘j’
in fridge
 (the
‘j’ sound is represented by the letters ‘dge’)
A
four letter grapheme
‘oo’
in through
(the
long ‘oo’ sound is represented
by the letters ‘ough’)
SOUND BUTTONS
At school we teach the children to use sound
buttons when reading words. We use a underline
score for phonemes of more than one grapheme.
Grapheme cont
 To complicate matters even more,
some sounds (phonemes) can be spelled
with different graphemes (spellings).
For example:
 the
hard ‘c’  ‘c’, ‘k’ / ‘ck’ graphemes
(as in ‘car’, ‘kite’ and ‘lock’)
 the
long ‘ee’  ‘ee’ (Leeds), ‘ea’ (beat)
‘ie’ (chief), ‘ei’ (ceiling), ‘e-e’ (theme).
TOP TIPS!
A
phoneme you hear
A
grapheme you see
 When
you talk about sounds to your child,
use the phonemes (the letter sounds).
 The reason for this is that sounding out
words is practically impossible if you use
the letter names:
c
doesn’t sound like ‘
- - ’.
A tip about letter names…

Letter names DO need to be taught alongside the
sound.

At school we make it explicit that letters have
names and make sounds. E.g. My name is A (ay)
my sound is a!

Many letter names also contain the sounds they
can represent in words:
e – ee, ea, y
o – ow, oa,
Segmenting
 Segmenting:
breaking words down
into phonemes to spell. We chop the
words up and use our phoneme fingers
 The whole word is spoken aloud
stork and then broken up into its
sounds (phonemes) in order, all
through the word s-t-or-k
 It is then written down
 – this is a vital skill for spelling and
writing. – Lets have a go!
Blending
 Blending:
the merging together of the
separate sounds in a word.
 The separate sounds (phonemes) are
spoken in order s-t-or-k, all through
the word, and are then merged
together into the whole word stork
Vital skill for reading.
CVC WORDS
o
CVC: a word containing the sequence
‘consonant, vowel, consonant).
o
For example, cat, chat and even sharp
because the ‘ch’ grapheme works
together to make a single sound
(phoneme) – you wouldn’t say c-h-a-t).
SPLIT DIGRAPHS
digraph: the ‘e’ at the end of
words works with another letter to
make a sound.
Split
Hop vs. Hope
 both
have three sounds (phonemes)
 but the split digraph in hope creates a ‘long
o’ sound.
Enunciation: Saying a discreet phoneme –
UH!
Phonemes need to be articulated clearly and
precisely.
 Your child will be taught how to pronounce the
phonemes correctly to make blending easier.
 When saying the sounds of b, d, g, j and w and
other letters, you might notice the 'uh' sound which
follows each (‘buh’, ‘duh’...).
 Try to emphasise the main letter sound and avoid
saying the ‘uh’ too much.
 In some letters, avoid the ‘uh’ completely (say
‘mmm’ rather than ‘muh’ and ‘sss’, not ‘suh).
 This is to avoid your child spelling a word like cat
and wanting to add the ‘uh’ sound (c-u-a-t).

SO THE PHASES
Phases 2 and 3
Set
1: s, a, t, p o Set 6: j, v, w, x
o Set 7: y, z, zz, qu
Set 2: i, n, m, d
Consonant
Set 3: g, o, c, k
digraphs: ch, sh, th,
Set 4: ck, e, u, r ng
Set 5: h, b, f, ff, l, Vowel digraphs: ai,
ee, igh, oa, oo, ar, or,
ll, ss
ur, ow, oi, ear, air,
ure, er
Year 1 Begins with Phase 4
– up to six weeks
This
phase consolidates all the
children’s learning in the previous
phases.
It also introduces the children to
reading CCVC f-r-o-m, CVCC t-en-t words and polysyllabic words
sandwich – sand/wich.
PHASE 5 – THROUGHOUT YEAR 1
Children
will be taught new
graphemes and alternative
pronunciations for these
graphemes.
Vowel digraphs: wh, ph, ay, ou, ie,
ea, oy, ir, ue, aw, ew, oe, au
 Split digraphs: a_e, e_e, i_e,
o_e, u_e
PHASE 5 CONT
 They
will be taught to read
phonetically decodable two and
three syllable words.
 Use alternative ways of spelling and
pronouncing the graphemes
corresponding to the long vowel
phonemes.
 Spelling complex words using
phonetically plausible attempts.
Can you see how
many different
ways the c
phoneme is
spelt?
How about or?
 Recognising
PHASE 6
phonetic irregularities and
becoming more secure with less common
grapheme – phoneme correspondences.
 Applying phonic skills and knowledge to
recognise and spell an increasing number of
complex words.
 Learning spelling rules for suffixes –
endings that give meaning to the word.
-s -es -ing -ed
-er -est -y
-en
-ful -ly -ment -ness
PHASE 6 CONT
 Introducing
and teaching the past
tense.
 Teaching spelling of longer words.
 Finding and learning the difficult
bits in words.
 In addition to this, each week the
children learn ‘tricky’ spelling words
(those that are not spelt
phonetically) and key sight
vocabulary.
WHAT DOES A PHONICS LESSON LOOK LIKE?
Revisit/review Quick-write:
Teach
Practice
Apply
wh, ph, ch, sh, th, oi, oy
Call out letter sounds. Chn quick-write on
whiteboards
Today we are learning the ie sound
Bring out the pie, ask children if they know what it
is. Write pie on the board. Underlining the ‘ie’.
Remind the children that we already know ‘igh’ and
tricky word I and that this is an alternative
grapheme which represents the same sound.
Demonstrate writing the grapheme, children to
write in the air first – magic finger and then onto
their whiteboards.
Open up the pie, take out the words. Place the
real words into the pie and the pseudo words into
the bin/pot. Ensure children can read each of the
words and can identify the phonemes correctly.
Reading sentences – Today instead of the teacher
reading – give each group a sentence to read
containing the ‘ie’ sound. Support as necessary. (5
differentiated).
DEVELOPING
FLUENT READERS AND HELPING
YOUR CHILDREN AT HOME
Being able to read does not mean you understand what
you read.
 Your child might sound like a good reader because they
are becoming skilled decoders but may not necessarily
understand what the text means.
 The best way to develop understanding is to talk about
texts.

Discuss books that are shared and remember to:
Summarise
Predict
Clarify
DEVELOPING COMPREHENSION
Do you like this book; why?
Who is your favourite character?
Tell me about a character in the book.
Which words tell you what the character is
like?
How would you feel?
What do you think will happen next?
What would you do?
What have you learned about …… in your
book?
What can you tell me about…?
YEAR 1 PHONICS SCREENING CHECK
 Designed
to give teachers and parents
information on how the child is progressing in
phonics
 There are two sections in the 40-word check and
assesses phonics skills and knowledge learned
through Reception and Year 1. Takes 5-10
minutes per child
 It is a school-based check to make sure that the
child receives any additional support promptlypractice time is given, not stressful for children
WHAT DOES
THE PHONICS SCREENING CHECK?
It will check that the child can:
 Sound out and blend graphemes in order to read simple
words.
 Read phonetically decodable one-syllable and twosyllable words, e.g. cat, sand, windmill.
 Read a selection of nonsense words which are referred
to as pseudo words.
 Pseudo words are included in the check specifically to
assess whether the child can decode a word using
phonics skills and not their memory.

YEAR 1 PHONICS TEST
MAKING PROGRESS
 The
check is not about passing or failing but
checking appropriate progress is being made. It
is not a test.
 If children do not reach the required standard,
then the teacher will discuss plans and offer
additional, tailored support to ensure that
children are able to catch up.
 They will then take the check again at the end of
Year 2.
www.twinkl.co.uk
RESOURCES
www.phonicsplay.co.uk
www.mrthorne.com
www.oxfordowl.co.uk
Good for step-by-step guides for
how to help children learn to read at
different ages and stages.
Pocket Phonics app
Great app for practising
the different phases
www.readingrockets.org
Fabulous website for detailed
information about how children