Transcript Phonics Workshop for Parents

Workshop for Parents
 To
give an insight into how
phonics is taught at St. Michael’s.
 To give an overview of the Year 1
phonics screening check.
At St. Michael’s, we follow the Letters and
Sounds programme. Letters and Sounds is a
phonics resource published by the
Department for Education and Skills which
consists of six phases.
Two main skills
Phonics – decoding by blending the sounds in
words to read them
Language comprehension- understand what
the word means within the context it appears
Language development and phonics working
together supports reading development.
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Phonics - main strategy supporting word
recognition
Teaches children to connect letters of the
alphabet to the sounds they make- blending
them together from left to right to make a
word
Supports children in identifying those
individual sounds (phonemes) within words
and segment them for spelling
Ofsted (2010), Reading by six:
Excellence in reading is characterised by:
• establishing phonic knowledge and skills and
their application through reading, writing and
comprehension of what they are reading
• broadening and extending the range and
quality of reading
• enhancing the teaching of reading by its
application across the wider curriculum.
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26 letters of alphabet
These letters and combinations of these
letters make 44 sounds
Speech sounds- phonemes- the smallest
units of sound in words
Letters or groups of letters- graphemes
Phonemes can be represented by graphemes
of one, two or three letters:
t
sh
igh
 One
letter or one group of
letters used to write one sound
e.g.
The sound ‘f’ can be
written with the graphemes
f (fun), ff (huff), ph (phone)
The sound ‘i’ can be
written with the grapheme
igh (night), i (knife), y (sky)
or ie (tie)
Blending
Recognising the letter sounds in a written
word, for example
c-a-t
and synthesising or blending them in the
order in which they are written to
pronounce the word ‘cat’
Not cuh-a-tuh
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Revisit and review
• Practise previously learned letters
• Practise oral blending and segmentation
Teach
• Teach a new letter/sound
• Teach blending and/or segmentation with letters
• Teach one or two red words
Practise
• Practise reading and/or spelling words with the new
letter
Apply
• Read or write a caption (with the teacher) using one
or more high-frequency words and words containing
the new letter
• Assess learning against criteria
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On-going assessment of individual children
Opportunities provided for small
group/individual work for those children who
need more consolidation of phonic
knowledge
Year 1 Phonics screening check- from 2012
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designed to give teachers and parents
information on how the child is progressing
in phonics
two sections in this 40-word check and it will
assess 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
promptly- practice time is given, not stressful
for children
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It will check that the child can:
Sound out and blend graphemes in order to
read simple words.
Read phonically decodable one-syllable and
two-syllable 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.
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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.
http://www.phonicsplay.co.uk
http://www.mrthorne.com/
http://www.youtube.com/watch?v=BqhXUW_
v-1s
 Advice on phonics at the dedicated parent's
website at http://www.oxfordowl.co.uk/
On this website you will find:
 Top tips to help your child with their reading,
from Ruth Miskin
 Phonic pronunciation help
 Fun activities to help embed their early
learning
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Say each sound in the word from left to right.
Blend the sounds by pointing to each letter,
i.e. /b/ in bat, or letter group, i.e. /igh/ in
sigh, as you say the sound, then run your
finger under the whole word as you say it.
Try to ensure that you enunciate the sound
accurately.
Talk about the meaning if your child does not
understand the word they have read.
Work at your child’s pace.
Always be positive and give lots of praise and
encouragement.