Transcript Phase 2 - Marlow Church of England Infant School

EYFS
Phonics Information
Evening
13th October
2014
Tonight’s Meeting
• To share how phonics is taught at our school.
• To help you as parents feel more confident in
supporting your child at home with their phonics
and reading.
• To teach you the basics of phonics and some
useful phonics terms.
• To give you some ideas of games and activities
you can do at home.
What is phonics?
Phonics is simply a way of teaching children to read quickly and skilfully.
They are taught how to:
-
Recognise the sounds that each individual letter makes and learn the
difference between letter names and sounds.
Identify the sounds that different combinations of letters make such as
‘sh, oo, ch’
Blend these sounds together to make a word.
Children can then use this knowledge to ‘de-code’ new words that
they hear and see. This is the first important step in learning to read.
Children also learn that not all words can be sounded out.
We call them tricky words!
Why do we teach it?
• “Research shows that when phonics is taught in a
structured way – starting with the easiest sounds
and progressing through to the most complex – it is
the most effective way of teaching young children to
read.”
• “Almost all children who receive good teaching of
phonics will learn the skills they need to tackle new
words. They can then go on to read any kind of text
fluently and confidently, and to read for enjoyment.”
Department For Education: 2013
Daily Phonics
Daily phonics lesson – 20 minutes
 At school we follow the ‘Letters and Sounds’ process
of teaching phonics.
 Letters and Sounds breaks the teaching of phonics
into 6 phases:
◦ Phase 1-3 in Nursery/Reception
◦ Phase 4 -5 in Year 1
◦ Phase 6 in Year 2
 Each Phase differs in terms of length and skills
taught.
 In reception we focus on securing all children in
phase 2 and 3 to prepare them for Year 1.
Our Phonics song!!
•In reception we start every phonics session with a
song.
•The song supports the children's understanding of
the alphabet.
•It also helps the children to quickly learn the
letter names and sounds!
Stand up and join in!
Phase 2
Phonics
Phase 2
Learning phonemes (sounds) to read and
write simple words
• Children will learn the following phonemes:
Set 1: s a t p Set 2: i n m d
Set 3: g o c k Set 4: ck (as in duck) e u r
Set 5: h b l f
ff (as in puff) ll (as in hill) ss (as in
hiss)
• They will use these phonemes to read and spell simple
“consonant-vowel-consonant” (CVC) words:
sat, tap, dig, duck, rug, puff, hill, hiss
Phoneme
Phonemes are sounds that
can be heard in words
e.g. c-a-t
Grapheme
•A grapheme is a sound written down.
•The English language more than 150 ways to
represent the 44 sounds using our 26
alphabet – A very complex code!
•The
children
learn
the
systematically and thoroughly.
graphemes
Digraph
This means that the phoneme (sound)
includes two letters
e.g. ll, ff, ck, ss
See sheet on your tables!
Blending
Children need to be able to hear the separate sounds in
a word and then blend them together to say the whole
word .
Phase 2
Blending
/b/ /e/ /d/ = bed
/t/ /i/ /n/ = tin
/m/ /u/ /g/ = mug
Your turn.
Turn on your listening ears!
• Using the paper and pens can you write the
following words...
Phase 2
Segmenting
hear a whole word and
say every sound that they hear .
• Children need to be able to
Segmenting
bed =
/b/ /e/ /d/
tin=
/t/ /i/ /n/
mug=
/m/ /u/ /g/
Your turn.
Put your thinking hats on!
• Peg
• Cat
• Dog
• Sit
Resources
We supplement each lesson with a
range of resources and activities to
make the learning fun and appropriate
for the age and abilities of all the
children...
Phoneme Frames
c
a
t
.
.
.
d
o
g
.
.
.
ee
p
Sound buttons
sh
Activity
Can you put the following words
into a frame?
log
pin
huff hiss
Answers
r u n
.
.
h
.
l
.
.
u ff
.
_
o
g
.
.
h
i ss
.
.
_
Other activities
(Here’s what we made earlier!)
•
•
•
•
•
Sound bag/box
Magnetic letters
Puppet talk
Picture cards
Letter match
Phase 3
• Children will enter phase 3 once they know the
phase 2 sounds and can blend and segment to
read and spell CVC words.
• They will learn additional phonemes (sounds):
• j, v, w, x, y, z, zz, qu
• ch, sh, th, ng, ai, ee, igh, oa, oo, ar, or, ur, ow, oi,
ear, air, ure, er
• They will use these phonemes (and the ones from Phase 2)
to read and spell words.
Trigraph
This means that the phoneme comprises
of three letters
e.g. igh , ear, ure
See sheet on your table!
Have a go!
Put the words below into a phoneme
frame.
Can you put in the sound buttons?
Use the sheet to help
(don’t forget those digraphs & trigraphs!)
ring chick
night
Answers
r
i ng ch i ck
.
.
_
_
.
n igh t
.
_
.
_
Phase 4
Introducing consonant clusters: spot, trip, clap, green, clown
reading and spelling words with four or more phonemes
• Children move into phase 4 when they know all the
phonemes from phases 2 and 3 and can use them to read
and spell simple words (blending to read and segmenting
to spell).
• Phase 4 doesn’t introduce any new phonemes.
• It focuses on reading and spelling longer words with the
phonemes they already know.
Is there anything I can do
at home?
y
e
s
How can I help at home?
•Oral blending: the robot game
Children need to practise hearing a series of spoken sounds and
merging them together to make a word.
For example, you say ‘b-u-s’, and your child says ‘bus’.
Say it quicker and quicker until it sounds like the word
•“What’s in the box?” is a great game for
practising this skill.
How can I help at home?
• Sound bag
• Sound out words in sentences:
“Go to b-e-d”
“Can you h-e-l-p me?”
“Can you feed the c-a-t/d-o-g?”
• Stick sounds on items that start with that letter sound.
• At home, on car journeys, outings ask children to find as many things
they can that start with a sound chosen.
• Get ‘stuck’ on a word in a book and sound it out.
•Read as much as possible to and with your child.
•Encourage and praise – get them to have a ‘good guess’.
•Remember not all words can be sounded out.
Now you have the
knowledge….
Have lots of fun with phonics!
Stick sounds on items that start with that letter sound.
At home, on car journeys, outings ask children to find as many
things they can that start with a sound chosen.
Let them hear sounds… sound talk to them. “Fetch me your c-oa-t”!
Read as much as possible to and with your child.
Encourage and praise – get them to have a ‘good guess’.
Thank you for coming
Any questions?
Leaflets &
Evaluation forms