Phonics

Chawson First School

October 2015

Aims of this session

to become familiar with the phonics teaching at school

Some ideas on how you can support your child at home

Foundation Stage Profile

The Foundation Stage Profile (FSP) is split up into 7 prime areas:

• Communication and Language(CL)• Physical Development (PD)• Personal, Social and Emotional (PSE)• Literacy (L)• Mathematics (M)• Understanding of the World (UTW)• Expressive arts and design (EAD)

Letters and Sounds

There are 6 phases which span Reception to end of Year 2.

By then most children will be confident readers and writers.

There will be daily whole class activities in Reception alongside small group work

Phase 1 is for all children including those in pre school settings. It aims to enable children to

• Listen carefully•Develop their vocabulary

• Speak confidently to adults and other children

•Hear and separate different letter sounds e.g. /c/ and /g/

• Sound out letters in words in the right order

Letters and Sounds- Phase 1

Key Skills

Oral blendingHearing a series of spoken sounds (phonemes) and merging them together to make a spoken word. No text is used.

SegmentingIdentifying the individual sounds in a

spoken word.

Sound talk

All oral !No letters !

Many of the children will have used sound talk in Pre school and it is still

very important.Often the children will use robot arms

too.

Sound talk

Let’s use our ‘Robot arms’ to segment and blend the sounds in some words!

We also use ‘sound buttons’

d/o/g sh/e/ll t/or/ch

‘I spy a p-e-g – peg’

‘I spy a c-u-p – cup’

‘Where’s your other s-o-ck – sock?’

We play lots to games to practice segmenting and blending!

We play I spy...

We also play ‘Cross the river’. Let’s have a go!

Phase 2 and beyond

Teaching is systematic and multisensory.

Phase 1 activities are life long skills and continue alongside other phases.

Phase 2 and beyond

Daily 4 part discrete phonics session

1. Revisit- practise previously learned letters and oral blending and segmenting

2. Teach- new graphemes, blending and segmenting and tricky words

3. Practise- reading and spelling words4. Apply- read or write a caption

In Year R children will learn which letter/letters make which sound.

Jolly phonics is used to give actions.

They will bring home a sheet each time they learn a new phoneme and grapheme.

At the end of Year R children will have learnt one way of writing each sound.

Remember to use the correct sound...

Inky Mouse helps us with our phonics and teaches us how to say the sounds correctly!

Let’s have a go!

Important to learn that letters have names as well

as sounds!

Important words that your children will be usingphoneme - ‘sound’

grapheme – the way you write the sound

digraph- A combination of two graphemes (letters) representing one phoneme (sound) e.g. sh/ch

trigraph- a combination of three letters representing one phoneme e.g. igh/ear

segment – split the word into its sounds to spell it

blend – say all the sounds in a word quickly to read the word

Ideas to help at home

magnetic letters

whiteboards

write (use ‘small’ letters) with your child

read with your child

Tricky words

Words that have bits that you can not sound out!

I no the said was have

You could help your child learn to read them by making up a

matching pairs game or playing tricky word bingo!

Using phonics to read

Reading books with no wordsPhonic home readersUse Oxford Reading Tree alongside

phonic home readersReading record cardsChange books twice a week

Using phonics to read

All children will start by bringing home a book with no words

Encourage your child to talk about the characters, use the pictures for clues and make up their own stories

Children will participate in a weekly guided reading activity

Using phonics to write

•Modelled writing each day•A guided writing or ‘Big Write’ session each week• Cursive handwriting- starting each letter from the line•Handwriting sessions

Let’s write a sentence together!

• finding time to talk together• listening for sounds• singing and making music• hearing rhyming words • reading books • learning nursery rhymes and sharing poems together

Continue to support your child by

How do we assess?

- We are using the document ‘DEVELOPMENT MATTERS’.

-We will monitor progress against these age bands:30-50mths 40-60mths and then the ELG within this document.

- During the year we will monitor, through; observations of children, completing independent work in discrete phonics sessions, completing work during a focused session and in freely chosen activities.

- In learning journeys you will be able to see your child’s progress.

Websites that you might find useful

http://www.oxfordowl.co.uk/http://www.sebastianswan.org.uk http://www.bbc.co.uk/cbeebies/stories http://www.bbc.co.uk/schools/magickeyhttp://www.bbc.co.uk/schools/wordsandpictures

For ‘sound’ mats

http://www.twinkl.co.ukhttp://displays.tpet.co.uk http://www.sparklebox.co.uk

Last thoughts...

Have fun!!!

Ask staff if you have any questions at any time.

Thank you for coming!