aims develop your confidence in helping your child/children with phonics and reading. to teach the...

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Aims• Develop your confidence in helping your

child/children with phonics and reading.• To teach the basics of phonics and some

useful phonics terms.• To outline the different stages in phonic

development. • To show examples of activities and

resources we use to teach phonics.• To look at the assessment and reporting

arrangements (Year 1 Phonics Screening Check)

What is Phonics?Children are taught to read by

breaking down words words ‘graphemes’ into separate soundssounds or ‘phonemes’. They are then taught how to blendblend these sounds together to hear and

read the whole word.

/b/ /e/ /d/ = bed

What is Phonics?Children are taught to read by

breaking down words words ‘graphemes’ into separate soundssounds or ‘phonemes’. They are then taught how to blendblend these sounds together to hear and

read the whole word.

/b/ /e/ /d/ = bed

.

The English Alphabetic Code

•The English language uses approximately 44

sounds. (20 vowels and 24 consonants)

•The English Alphabet has 26 letters

• English uses combinations of letters to represent

single sounds.

•There are 140 ways of combining letters to create

the 44 sounds.

•Every day the children have 25 minutesessions of phonics.• Fast paced approach • Lessons encompass a range of games,songs and rhymes•We use the Letters and Sounds planning document to support the teaching of phonics.•There are 6 phonics phases which the children work through at their own pace.

Daily Phonics

Cerater

Phase 1:Getting ready for phonics

1. Tuning into sounds2. Listening and remembering

sounds3. Talking about sounds Music and movement Rhythm and rhyme Sound effects Speaking and listening skills

Phonic terms your child will learn at school

• Phonemes: The smallest units of sound that are found within a word e.g. c, t or sh

• Grapheme: The spelling of the sound e.g. Th• Diagraph: Two letters that make one sound when

read• Trigraphs: Three letters that make one sound• CVC: Stands for consonant, vowel, consonant.• Segmenting is breaking up a word into its sounds. • Blending : Putting the sounds together to read a

word• Tricky words: Words that cannot easily be

decoded.

•A phoneme is the smallest unit of

sound in a word.

•Grapheme Letter(s) representing

a phoneme.

t ai igh

Digraph

Two letters, which make one sound

A consonant digraph contains two consonants

sh ck th ll

A vowel digraph contains at least one vowel also

known as long vowel phoneme

ai ee ar oy

Trigraph

Three letters, which make one sound

igh ear

Phase 2:Learning phonemes to read and

write simple words • Children will learn their first 19 phonemes: Set 1: s a t p Set 2: i n m dSet 3: g o c k Set 4: ck (as in duck) e u rSet 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 All these words contain 3 phonemes.

Saying the sounds

• Sounds should be articulated clearly and precisely.

https://www.youtube.com/watch?v=BqhXUW_v-1s

http://www.focusonphonics.co.uk/sound.htm

Phonics WordsYour children will learn to use the term:

Blending

• Children need to be able to hear the separate sounds in a word and then blend them together to say the whole word .

Blending

/b/ /e/ /d/ = bed

/t/ /i/ /n/ = tin

/m/ /u/ /g/ = mug

Phonics WordsYour children will learn to use the term:

Segmenting

• Children need to be able to hear a whole

word and say every sound that they

hear .

Segmenting

bed = /b/ /e/ /d/

tin= /t/ /i/ /n/

mug= /m/ /u/ /g/

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’.

“What’s in the box?” is a great game for practising this skill.

How can I help at home?

Phonics WordsYour children will learn to use

the term:

phoneme

Phonemes are sounds that can be heard in words

e.g. c-a-t

Phonics WordsYour children will learn to

use the term:

grapheme

This is how a phoneme is written down

Phonics WordsYour children will learn to use the

term:

digraph

This means that the phoneme comprises of two letters

e.g. ll, ff, ck, ss

Phonics words Phoneme frame and

sound buttons

c a t

f i sh

. . .

. . _

Phoneme frames activity

log duck fill

Answers

l o g d u ck

f i ll

. . . . . _

. . _

Tricky WordsThere are many words that cannot be blended or

segmented because they are irregular.

These tricky words are displayed at the back of the

Homework Book.

the was said you some

Phase 3:Learning the long vowel phonemes

• Children will enter phase 3 once they know the first 19 phonemes and can blend and segment to read and spell CVC words.

• They will learn another 26 phonemes:• 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:

chip, shop, thin, ring, pain, feet, night,

boat, boot, look, farm, fork, burn, town, coin, dear, fair, sure

Phonics WordsYour children will learn to use

the term:

Trigraph

This means that the phoneme comprises of three letters

e.g. igh , ear, ure

Phase 4:Introducing consonant clusters: 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.• These words have consonant clusters at the

beginning: spot, trip, clap, green, clown…or at the end: tent, mend, damp, burnt …or at the beginning and end! trust, spend, twist

Phase 5• Teach new graphemes for reading •ay, ou, ie, ea, oy, ir, ue, aw, wh, ph, ew, oe, au, a-e, e-e, i-e, o-e, u-e Learn alternative pronunciations of graphemes (the same grapheme can represent more than one phoneme):Fin/find, hot/cold, cat/cent, got/giant, but/put, cow/blow, tie/field, eat/bread, farmer/her, hat/what, yes/by/very, chin/school/chef, out/shoulder/could/you.

Learning all the variations!Learning that the same phoneme can be represented in more than one way:

burn

first

term

heard work

meat bread

he bed

bear hear

cow low

Learning that the same grapheme can represent more than one phoneme:

Learning all the variations!

Teaching the Split Digraph

tie time

toe tone

cue cube

pie pine

Phase 6• Phase 6 focuses on spellings and

learning rules for spelling alternatives. Children look at syllables, base words, analogy and mnemonics.

• Children might learn about past tense, rules for adding ‘ing’ and irregular verbs

• ‘tion’ and ‘sion’ words• ..\Phonics\T-L-234-Memory-Strategies-For-Spelling-Display-

Posters.pdf

• Every Year 1 child in the country will be taking the statutory phonics screening check in June.

• The check is very similar to tasks the children already complete during phonics lessons and it will be done with the class teacher.

• The focus of the check is to ensure that all children can read by the end of year 2. The year 1 screening (mid point) will provide evidence to help teachers plan for year 2..

It is not a reading It is not a reading

test!test!

• The check will take 4 to 9 minutes to complete

• The children will be asked to ‘sound out’ a word and blend the sounds together. e.g. d-o-g – dog

• The check will consist of 40 words and non-words

• Children will be told if the word is a real or ‘alien’ word, with a corresponding alien image.

• Teachers will conduct all of the screening checks with the children. The children are familiar with this routine.

• The children will complete the check one to one in a quiet area of the school.

• We are not permitted to indicate to the children at the time whether they have correctly sounded out and / or blended the

word.

• The children will be scored against a national standard (determined by DfE)

• We will inform you of the results during the summer term.

• If your child’s score falls below the national standard they will be supported and will complete the screening in year 2.

Encourage your child to use their knowledge of sounds to work out the words when reading and writing.

Digraph- 2 letters making one sound cow the children should say this as c-ow and not c-o-w

Trigraphs- 3 letters making one sound night the children should say this as n-igh-t and not n-i-g-h-t which does not sound like night.

Split digraphs- 2 vowels with a consonant in between. Use to be known as the magic e! spine - i_e home – o_e cube – u_e

How can you help?How can you help?Phonic Play: Username: Highgate19 Password: stjosephshttp://www.phonicsplay.co.uk/

Children can practise their phonics by playing games online. They can choose phase 3, 4, or 5 * Buried Treasure * Poop deck Pirates * Dragons’ den

http://www.letters-and-sounds.com/phase-4-games.html

REMEMBERREMEMBER: Phonics is not the only way you become a good reader. Continue to read with your child each night and encourage them to:

*Sound out the words and blend the sounds together.

*Re-read to check it makes sense, and use pictures for clues.

* Ask questions about the book.

* And most importantly ENJOY READINGENJOY READING!

How can I help at home?• When spelling, encourage your child to think about what “looks right”.

• Have fun trying out different options…wipe clean whiteboards are good for trying out spellings.

• tray trai• rain rayn• boil boyl• boy boi• throat throwt• snow snoa