listening to you, working for you hillsgrove primary school phonics and early reading monday 4 th...
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Hillsgrove Primary School
Phonics and Early Reading
Monday 4th February 2013
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How do we read unfamiliar words?
ethnomusicologist
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Outline
What is phonics
Subject knowledge
Articulation of phonemes
The reading process
How you can help at home
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Phonemes
The smallest unit of sound in a word.
There are 44 phonemes in the English language
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Graphemes Letters representing a phonemefor example:
c ai igh
Children need to recognise the grapheme and say the phoneme that it represents
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Phonics Letters and Sounds The school teaches phonics every single day in KS1. It
is the prime approach to decoding words on the page
Sounds (phonemes) Single sounds, a,m,n; digraphs, ch, sh, ai; trigraphs,
igh, dge,
Pupils also need to know the the alphabet; letter names and alphabetical order
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Progression in phonics
First sounds - early days
s a t p i n
m n d g o c
ch, sh, th, ll, ss
More complex sounds (here are just a few) Reception into Y1
ay, ou, ie, ea, oy, wh, au, i-e,
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Letters and phonemes (sounds)
Letters: a b c d e f g h i j k l m n o p q r s t u v w x y z
Some of the 140 (approx.) letter combinations illustrated within words:
cat, look, would, put, peg, bread, cart, fast, pig, wanted, burn, first, term, heard, work, log, want, torn, door, warn, plug, love, haul, law, call, pain, day, gate, station, wooden, circus, sister, sweet, heat, thief, these, down, shout, tried, light, my, shine, mind, coin, boy, road, blow, bone, cold, stairs, bear, hare, moon, blue, grew, tune, fear, beer, here, baby, sun, mouse, city, science, dog, tap, field, photo, van, game, was, hat, where, judge, giant, barge, yes, cook, quick, mix, Chris, zebra, please, is, lamb, then, monkey, comb, thin, nut, knife, gnat, chip, watch, paper, ship, mission, chef, rabbit, wrong, treasure, ring, sink.
Phonemes:
s/a/t/p/i/n/m/d/g/o/c/k/ck/e/u/r/h/b/f/ff/l/ll/ss/j/v/w/x/y/z/zz/qu/ch/sh/th/th/ng/ai/ee/igh/oa/oo/oo/ar/or/ur/ow/oi/ear/air/ure/er/
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Articulation of phonemes
It is important to use ‘soft’ sounds when working children as this helps them as learners to blend sound together more easily
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Phoneme grapheme correspondences
/a/ /b/ /c/ /d/ /e/ /f/ /g /h/ /i/ /j/ /k/
/l/ /m/ /n/ /o/ /p/ q(u) /r/ /s/ /t/ /u/ /v/
/w/ /x/ /y/ /z/ sh ch th ng ai ee igh
oa oo oo ur or er ar oi air ear ure
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Blending
Sounding out (blending phonemes) left to right
c –a – t,
sh – ee – p,
g – oa – t,
w – e – n - t
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Segmenting
To hear a word and split it into its component phonemes
For example the word ‘sheep’ will sound out sh-ee-p
‘Wednesday’ will sound out
‘W-e-d-n-e-s-d-ay’
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Tricky words
Words that are not phonically decodeable
For example:was, the, no, some, said, people
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Phonic screening at Y1 Word reading test Contains 40 words, 20 real words and 20
non-words Range from cvc words cat, vap
or cvcc words such as fold, jound Normally takes just a few minutes The check is carefully designed not to be
stressful for your child
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Sample words from the screening test
bem
hend
strom
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The reading processThe simple view of reading
Decoding the words on the page
Understanding what has been read
Both MUST happen during the reading process
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Reading for meaning •Recall basic information from texts read, ie names of characters, places, funny parts of the story,
•Make simples inferences, for example how a character is feeling, predict what might happen next
•Express likes and dislikes in their reading
•Read or listen to a story and also read for information
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Scheme books are for teaching children the skills of reading
When your child gets stuck on a word, help them to look for bits in the word they already know.
Help children to blend (join the sounds) words they cannot read.
If the word is really tricky, tell them
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Reading books develop understanding
Tip: never let your child struggle with a word!
Which words might you have to read for your child?
Daisy and the Egg © Jane Simmons 1999
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Reading books to develop understanding
Which words might you have to talk about with your child to help them understand the story fully?
Harquin © John Burningham 1967
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Speaking, listening and communicating Talk confidently in a range of different contexts
Listen carefully and respond to others thoughtfully
Discuss ideas and covey views and opinions with consideration
Develop an increasing bank of vocabulary and use a variety of words both in speech and in their writing
Have an awareness of, and use some of the
features of standard English
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Speaking and listening
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Most of all … . . .reading should always be a wonderful experience