Transcript Document - Beeford CE (VC) Primary School

Beeford C of E
Primary School
FS2 Phonics Workshop
What is Phonics?
• Knowledge of letters and the sounds they
make.
• Skills of blending these sounds together
to read words.
• Skills of segmenting the sounds in a word
and choosing the correct letters needed
to spell it.
• Phonics is the step up to word recognition.
Automatic reading of all words,
decodable and tricky, is the
ultimate goal.
How do we teach
Phonics?
• Letters and Sounds is the scheme
recommended by the DfE for
teaching phonics. It is a six phase
teaching programme.
• We also use Jolly Phonics ditties and
actions to help children with their
grapheme phoneme correspondence
(matching the sound to the digraph /
letter).
How do we teach
Phonics?
• Children are assessed every 10 weeks to
establish their progression through the
Letters and Sounds Phases 1-6
• The children are set according to the
phase of Letters and Sounds they are
working on (this may be with a different
year group).
• Children receive 20 minutes focussed
phonics teaching Mon-Fri. This is
complimented by the new phonics reading
scheme books.
There are 44 phonemes that the children learn
throughout the Letters and Sounds Programme.
Correct pronunciation of phonemes is very important
in helping children read and spell correctly.
https://www.youtube.com/watch?v=-ksblMiliA8
The pronunciation of the consonant phonemes can
be grouped:
1. f l m n r s z v sh th (continuous)
2. c p t ch h (short, soft)
3.
b d g w qu y j (short)
As well as the graphemes of the
letters of the
alphabet there are also …
Digraphs – 2 letters that make 1 phoneme (sound).
Consonant digraphs- contain 2 consonants
Put together they make a new phoneme and are not heard individually
e.g. ch th ll ck sh
Vowel digraphs- contain 2 letters, at least one is
a vowel
e.g. ai ee oa
ar
or oy ow er
Trigraph – 3 letters that make 1 phoneme
e.g. ear igh
Unfortunately, these 44 phonemes are not
spelled in the same way!
Children are gradually introduced to more alternative
spellings as they progress through
the Letters and Sounds Programme (this is usually is Year 1).
Grapheme – The letter/letters we use
to spell a phoneme/digraph/trigraph.
Some have more than one grapheme
How many ways can we spell the long e phoneme?
e.g. he / sweet / seal / baby
How many ways can we spell the f phoneme?
e.g. family / photograph/ sniff
• High Frequency Words (HFWs)
These are common words that are useful for children to learn
to read and spell. As children progress through the phases of
Letters and Sounds they are introduced to sets of HFWs.
Some words are decodable which children can blend to read
e.g. then. Some are tricky words e.g. said, which are not
phonically decodable and are learned by sight.
• CVC words – Consonant-Vowel-Consonant
These are simple words which children start with when they
begin to blend sounds e.g. sat pin
The words in the children's tub boxes
are high frequency words . The black
words are the decodable words that
children can sound out and blend and
the red words are the tricky words
that they have to remember.
Phase 1
• Children explore sounds and words and
develop awareness of rhyme, rhythm
and alliteration. They begin to learn
how to orally blend sounds and
distinguish different sounds in words.
• These are ongoing skills and it is very
important that children are exposed to
a rich variety of language from an early
age. This can be through conversation,
•
nursery rhymes, stories, and games.
What this looks like in school.
•
Phase 1 phonic sessions focus on
•
Aspect 1 – Environmental Sounds - The aim of this aspect is to raise
children's awareness of the sounds around them and to develop their
listening skills.
Aspect 2 - Instrumental Sounds - This aspect aims to develop children's
awareness of sounds made by various instruments and noise makers.
Aspect 3 - Body Percussion - The aim of this aspect is to develop
children's awareness of sounds and rhythms.
Aspect 4 - Rhythm and Rhyme - This aspect aims to develop children's
appreciation and experiences of rhythm and rhyme in speech.
Aspect 5 – Alliteration - The focus is on initial sounds of words, with
activities including I-Spy type games and matching objects which begin
with the same sound.
Aspect 6 - Voice Sounds - The aim is to distinguish between different
vocal sounds and to begin oral blending and segmenting.
Aspect 7 - Oral Blending and Segmenting - In this aspect, the main aim
is to develop oral blending and segmenting skills.
•
•
•
•
•
•
Developing an interest in books and print in the environment is
also encouraged in Phase 1. Retelling a story and identifying the
key features and phrases are skills that continue to progress.
The environment and
routines also develop
listening skills
• Speaking and listening turn taking
and confidence skills through daily
routines, snack time, news show
and tell.
• Storytelling through a range of
props and resources e.g. puppets.
• Musical instruments both
commercial and ‘junk’ instruments.
• Through opportunities to practice
language skills with and without
adults e.g. Role Play
Phase 2
• At Phase 2 we start to teach children
the graphemes (letters)
and phonemes (sounds).
Phase 2
• Children are introduced to the first
phonemes / graphemes. They begin to read
and spell simple CVC words (spelling may be
with magnets until letter formation is
developed). They also begin to read High
Frequency words.
• They learn the first ‘tricky’ words: I, no,
go, to, the
Letter sets (phase 2)
Set 1
Set 2
Set 3
Set 4
Set 5
-
s, a, t, p,
i, n, m, d,
g, o, c, k,
ck, e, u, r,
h, b, f, ff, l, ll, ss,
Blending
Blending for reading:
This is recognising the letter sounds 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
•
•
•
•
Segmenting for spelling:
This is ‘Breaking Up’ the word to spell it out.
It is the opposite of blending
This is about hearing individual phonemes
within a word and choosing a grapheme to
represent the phonemes: e.g. cat is c…a…t and
‘crash’ has 4 phonemes c…r…a…sh.
• Children may use their fingers to help them
identify how many phonemes are in the word.
These skills are all practised
through fun interactive games.
Daily Phonics Session
• Review - practise previously learned GPCs and
tricky words.
• Teach - new grapheme/phoneme
correspondence
- tricky words
• Practise - new phoneme/grapheme
correspondences
- the skills of blending and segmenting
using single words.
• Apply - read or write a caption (blending and
segmenting)
Phase 3
Children learn one grapheme for a further 25
phonemes. These include consonant and vowel
digraphs (e.g. ch, ng, ai, oa) and trigraphs (e.g. igh,
air). They read and spell HFWs. Letter
Progression:
Set 6 - j, v, w, x
Set 7 - y, z, zz, qu
ch (chip)
ai (rain)
oo (boot/look)
ow (cow)
sh (shop)
ee (feet)
ar (farm)
oi (coin)
ure (sure)
th (thin/then)
igh (night)
or (for)
ear (dear)
er (corner)
ng (ring)
oa (boat)
ur (hurt)
air (fair)
Phase 3
• Children continue to practise blending and
segmentation.
• They learn the alphabet song and letter names,
e.g. A,B,C.
• They learn to read some more ‘tricky’ words: he,
she, we, me, be, was, my, you, they, all, are. Begin
to learn to spell the phase 2 tricky words – I, no,
go, the, to.
Phase 3
Throughout Phase 3,4 and 5 children will also
be using ‘alien’ words, this is good practise
for segmenting and blending sounds and
will prepare children for words that they
have not encountered in their vocabulary
before. Alien words are also used on the
Year 1 phonics screening test.
Preparation for writing.
• Finger Gym and Dough Disco help
strengthen fingers ready to write.
• Letter formation is also important as
correct formation leads to cursive
(joined up) writing later.
Phase 4
• In Phase 4 there is no new learning of phonemes /
graphemes. The aim of phase 4 is to consolidate
children’s knowledge.
• Children read and spell words containing adjacent
consonants. These are 2 or more consonants next to
each other - each can be heard as individual phonemes
e.g. cl dr sk mp nd. Words containing these are known
as CCVC and CVCC words. e.g. black, strip, chest). This
are harder to blend and segment than CVC words.
• Towards the end of Phase 4 they will also begin to work
with compound words such as lunchbox, pondweed and
handstand.
Phase 5 – the longest
phase!
• Children entering Phase 5 will already be
able to read and spell words with
adjacent consonants, such as trap, string
and flask. They will also be able to read
and spell some polysyllabic words.
• The purpose of this phase is for children
to broaden their knowledge of graphemes
and phonemes for use in reading and
spelling.
Phase 5 continued
• In Phase 5, children will learn
alternative graphemes and phonemes.
For example, they already know ai as
in rain, but now they will be
introduced to ay as in day and a-e as
in make.
• Alternative pronunciations for
graphemes will also be introduced,
e.g. ea in tea, head and break.
• Phoneme spotter story!
Phase 5
Graphemes:
ay, ou, ie, ea, oy, ir, ue,
aw, wh, ph, ew, oe, au, a-e,
e-e, i-e, o-e, u-e.
Alternative graphemes for:
i, o, c, g, u, ow, ie, ea, er,
a, y, ch, ou
Phase 6
• Children apply their phonic skills and knowledge
to recognise and spell an increasing number of
words.
• They investigate and learn to add suffixes (eg;
ing, ed, er, ly, ness) to words and to spell words
in the past tense.
• They learn the rules of adding ‘ed’ to a word
and regular and irregular verbs.
• They also look at superlative adjectives,
contracted words and plurals.
Reading at phase 6 and beyond
• Children should now be able to read hundreds
of words, doing this in three ways:
• Reading the words automatically if they are
very familiar;
• Decoding them quickly and silently because
their sounding and blending routine is now
well established;
• Decoding them aloud.
• The shift from learning to read to reading to
learn takes place and children read for
information and for pleasure.
Spelling at phase 6 and beyond
• Children should be able to spell an
increasing number of words accurately
and choose the correct grapheme for a
particular word.
• They will also be encouraged to check
and self correct their own work.
• Be aware – spelling usually lags behind
reading as it is harder.
Strategies for learning spellings
• Syllables - break it into smaller bits to
remember (e.g. Sep-tem-ber)
• Base words - find its base word (e.g.
Smiling = smile +ing,
• Analogy - Use words that I already know
to help (e.g. could: would, should)
• Mnemonics - make up a sentence to help
remember it (e.g. could – O U Lucky Duck;
people – people eat orange peel
like elephants)
Points to note:The children always work within the phase
that is appropriate to their level of
learning.
They are assessed regularly and groupings
are sorted accordingly.
It is very important that they can both
spell the words and also apply this
knowledge into all their writing across the
curriculum.
How can you support your
child?
• In the front of your child’s reading record
there is a list of phonemes and words that
your child will be covering in the phase
they are working on currently in school.
• As part of the information to take home
from today’s workshop, is a list of useful
websites with games and resources to
support phonics learning.
• Use the information you have gathered
today and try it out when reading with
your child.