Phonics meeting parents powerpoint

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<ul><li> 1. Sea Mills Primary SchoolPhonics Workshop</li></ul> <p> 2. Why do we teach phonics?Phonics is a way of teaching children to readquickly and skilfully.They are taught how to:-recognise the sounds that each individual lettermakes;-identify the sounds that different combinations ofletters make, such as sh or ch;-blend these sounds together to make a word. 3. 1. Letters (graphemes) areused to represent sounds(phonemes).c-a-t 4. 2. You can use I, 2, or moreletters to represent a soundsun snow sight sleigh 5. 3.There are different waysof spelling the same sound.train play they cake weighnot knight gnat funny 6. 4. The same spelling can beused for different sounds.head great cheapcough ghostcow blowbed he 7. Put yourself in the place of thechildjedshub 8. Letters and Sounds is divided into six phases, Children in Year R, Year 1 and Year 2 havedaily phonics sessions Nursery Phase 1 Reception Phase 2, 3, 4 Year 1 Phase 4, 5 Year 2 Phase 5, 6 9. A typical phonics lesson1. Revisit/Review practise previously learned sounds2. Teach Teach a new sound. Teach one or two newtricky words.3. Practise Practise blending and reading words withthe new sound. Practise segmenting for spellingwords with the new sound.4. Apply Read or write a caption or sentence usingone or more tricky words and words containing thesound. 10. Skills Blending joining a series of sounds togetherto make a word In order to read an unfamiliar word, a childmust link a phoneme to each letter(grapheme) or letter group (digraph, trigraph)in a word and then merge them together tosay the word.c a t sh o p t ai - l 11. Segmenting Segmenting isolating the individual soundsin a word in order to write it Hearing individual phonemes within a word. E.g. crash has 4 phonemes c r a sh 12. Phase 1 Daily speaking and listening activities A broad and rich languageexperience/environment Story, rhyme, drama and songs are anessential part of the phase Hearing sounds in the environment Alliteration Start segmenting words Starts in Nursery (and before) 13. Phase 2 Introduces 19 grapheme-phonemecorrespondences Decoding and encoding taught as a reversibleprocess As soon as children have a small number ofgrapheme-phoneme correspondences, blendingand segmenting can start (s-a-t-p-i-n) Start with VC and CV words e.g. am Then CVC words e.g. cat Tricky words 14. Phase two sounds Set 1: s, a, t, pSet 2: i, n, m, dSet 3: g, o, c, kSet 4: ck, e, u, rSet 5: h, b, f, ff, l, ll, ss(no schwa errrr sound) 15. Phase two tricky words no go I to in into 16. Phase 3 Introduces another 25 graphemes Most comprising two letters Reading and spelling two syllable wordsand captions 17. Phase three sounds Set 6: j, v, w, x Set 7: y, z, zz, qu Consonant digraphs: ch, sh, th, ng Vowel digraphs: ai, ee, igh, oa, oo,oo, ar, or, ur, ow, oi, ear, air, ure, er 18. Phase three tricky wordshe, she, we, me, be, wasyou, they, all, are, my, her 19. Phase 4 Consolidatesknowledge of GPCs No new GPCs Two syllable wordse.g lunchbox, children 20. Children continue to practise previously learnedgraphemes and phonemes and learn how toread and write: CVCC words: tent, damp, toast, chimp For example, in the word toast, t = consonant,oa = vowel, s = consonant, t = consonant. and CCVC words: swim, plum, sport, cream,spoon For example, in the word cream, c =consonant, r = consonant, ea = vowel, m =consonant. 21. Phase four tricky wordssaid, have, like, so, dosome, come, were, therelittle, one, when, out, what 22. Phase 5 Introduces additional graphemes Introduces alternative pronunciations forreading Introduces alternative graphemes forspelling 23. Phase five soundsa-e (as in came) au (as in Paul) aw (as in saw)ay (as in day) e-e (as in these) ea (as in sea)ew (as in chew) ew (as stew) ey (as in money)i-e (as in like) ie (as in pie) ir (as in girl)o-e (as in bone) oe (as in toe) ou (as in out)oy (as in boy) ph (as in Phil) u-e (as in June)u-e (as in huge) ue (as in clue) ue (as in due)wh (as in when) 24. Phase five tricky wordsOh, their, people, MrMrs, looked, called, askedcould 25. Phase 6 During this phase children become fluent readers andincreasingly accurate spellers Children should be able to read hundreds of words Recognising phonic irregularities Learn less common sounds Applying phonic skills &amp; knowledge to recognise &amp; spellcomplex words Past tense Suffixes Spelling long words Finding and learning the difficult bits in words 26. Time for you to have a go! Write a sentence using the sound buttonslike thisI can see a bird. 27. Robot 28. How can I help at home? Read, Read, Read! Listen, listen, listen! Encourage children to speak in full sentences. Flash cards- show children sound cards, key word cards and see how quickly theycan read them by sight. Help your child with learning their spellings and completing homework tasks.(magnetic letters on the fridge, chalks outside, bubbles in the bath, make sounds withfood on their plate etc. Play games- I Spy, Scrabble and Bingo, pairs. Play with sounds- Say words and talk about what sounds they can hear, can thechildren change the sounds to make it a different word (bright = gright) Play educational games on the computer or i-pad Encourage children to write for a purpose e.g. write a postcard when on holiday; writea letter to teacher/parents, shopping/present lists, reminders etc. Pick out letters, sounds and words in the environment. Having familiar words aroundthe house and in childrens bedrooms will help them memorise the spellings. Practise spellings on the way to school. Make it FUN!!!!!!!! 29. Websites 30. Ways to help at home Pairs Snap Alphabet shopping I spy Make words using their toys (put stickers withletters on onto cars or blocks and use them to make words) Dice words Magnetic letters 31. Phonics pack Whiteboard and pen Grids for CVC words Flash cards of phase 2 and phase 3sounds Phase 2 and phase 3 sound mat Examples of nonsense words Progression sheet Different spellings of the same phoneme 32. Books for sale Phonics books - 2.50 Reading books - 2.00 Please see your class teacher to find outwhat phase your child is working withinand what their next steps are. 33. Any questions?Kathy Goodgame andCaroline Brooks whoare our ReadingRecovery Teachersare available toanswer any of yourreading questionsafterwards. 34. Evaluation form Please can you fill in to give us somefeedback!Thank you for coming </p>