Cracking the CodePhonics

Year 1February 2012

Objectives

Oto consider children’s early experience of learning how to read

Oto be introduced to phonics and phonological awareness

Oto be introduced to the Rose ReportOto understand how children use

phonics to read unknown wordsOto know a range of teaching strategies

to help children develop understanding of phonics

Request students find any of the missing books from Hampshire Library Service:

O Baker J WindowO Browne A Voices in the ParkO Hoffman M Amazing GraceO Kelly J Scoop (2 copies)O Norriss A Control ZO Sheldon D Whale SongO Tomlinson J The Owl Who was Afraid of the

DarkO Wormell C Two FrogsO Mathhews A Bob Robber and Dancing

Jane

Reflection on SE1

Discuss in groups:O What English teaching did you observe? O What English teaching did you take part in?O How did your Lost and Found guided reading

go?O How did your experiences correspond to what

was learned at uni in S1 ?

Phonics

O What phonics teaching did you observe on school experience?

The Simple View of Reading (The Rose Cross)

phonemic awareness

phonic knowledge

grapheme phoneme correspondence

cueing strategies comprehension:

literal and inferential

motivation

enjoyment

choicesexperience of different genres

talking about books and reading

How do children develop as readers?

What is auditory discrimination?

It can be defined as:O An awareness of sound all around us. Starting

before birth we hear different sounds and can distinguish between them

What is phonological awareness?

O The awareness of sounds within wordsO SyllablesO Onset and rimeO PhonemesO Refers only to speech i.e. you don’t need to

be able to read

Phonemic awareness: Phonics

O Phonics is the ability to apply that phonemic knowledge to the alphabet.

O To be able to apply sounds to graphemes.O Phonics is when a child can attach a drawing

from the symbols in the alphabet to a sound – it is a code

The alphabetic principle

O There are 44 phonemesO A phoneme can be represented by one or

more letters (cat, that, hair, caught)O The same phoneme can be

represented/spelled in more than one way (Rain, may, lake)

O  The same spelling may represent more than one phoneme (mean deaf)

Vowels and consonants

O Vowels are phonemes where air flows through the mouth unobstructed, e.g. the letters a, e, i, o, and u

O Consonants are phonemes marked by constriction or closure in the breath channel - letters other than a, e, i, o and u.

What are phonemes and graphemes

OA phoneme is the smallest unit of sound in a word e.g.

p-i-nm-a-nc-o-tOA grapheme is the written

representation of a soundOA really useful guide is available on the

strategy website at

Phoneme hearing exercises

a) How many phonemes in:

O cat O dogO shipO legO chinO PenO CropO lap

 

spintripmapshopnetphotostickthin

Digraphs-consonant

O A digraph is two letters together which make one sound.

O There are consonant digraphs e.g:sh, th, ch, ng, ph As a group can you make a list of ten words using consonant digraphs on your paper?

O What do you notice about the phonemes and graphemes?

Digraphs-vowel

O There are 5 vowels in the alphabet but more vowel sounds

Trigraphs

OA trigraph is a three letter grapheme where three letters represent one phoneme

OCan you think of any words which have phonemes which need three letters?

OWrite them on your wipe board with a partner

OCan you think of any words which have phonemes with 4 letters?

What is a split digraph?

OA vowel digraph is split by a consonant.OgateO lakeOmadeOsiteOtime

What is synthetic phonics?

O Children are taught individual letters, or groups of letters and their sounds. They learn to blend (synthesise) letters together to form words

O They read unknown words by breaking them down in to phonemes (decoding). E.g. c-a-t

Analytic phonics

Analytic phonicsOChildren are taught to decode words they

do not know by using words or word parts they do know.

OUsing onset and rime is part of this system. If you can hear and spell c-at, then you can work out how to spell b-at. (analogy)

O It works only for words where the rime is spelt identically.

What does teaching look like?Letters and Sounds

Phase 1 O Prepares children for phonic work. Based on listening and discriminating between

sounds.

Phase 2O Single phonemes/graphemes are introduced. They understand that segmenting

and blending are reversible processes. Read and spell simple CVC words.

Phase 3O In this phase the digraphs are introduced but not the split digraphs.

Phase 4O Here children are introduced to the adjacent consonants – e.g. ‘slip’ and ‘camp’.

Phase 5 O Here they will learn that some spellings have alternative pronunciations e.g. cow

and blow. And some sounds have alternative spellings e.g. ‘ jump’ and ‘hedge’.

Phase 6O A lot of teaching in this phase revolves around spelling e.g. prefixes ‘return’ and

suffixes ‘sitting’. Also reading for meaning is empahasised.

Phonics games on WebO http://

www.bbc.co.uk/schools/wordsandpictures/phonics/sandcastle/index.shtml

O BBC Words and Pictures

O do the crab/ sandcastle one

http://phonicsplay.co.uk/

phonicsplay.co.ukO go to phase 2

and do 'buried Treaure' game

Directed TaskO Directed taskO Read through the handout providedO Choose at least one activityO Make this and bring to share at next

week’s seminar

Web links for the most commonly used phonics programmes

O ReadWriteInc http://www.ruthmiskinliteracy.com/default.aspx

O Jolly Phonics http://www.jollylearning.co.uk/O Collins Big Cat Phonics

http://www.collinseducation.com/series/pages/seriesshow.aspx?Seriestitle=Collins%20Big%20Cat&Level1=Primary&Level2=Literacy

O THRASS http://www.thrass.co.uk/teaching.htmO Letters and Sounds

http://nationalstrategies.standards.dcsf.gov.uk/node/84969

O The library Early Reading Collection has copies of many of the most used programmes in school

Free resources

O http://www.letters-and-sounds.com/O http://www.thrass.co.uk/downloads.htm