Phonics at Phonics at Katherine Semar Katherine Semar

Infant SchoolInfant School

Phonics at Phonics at Katherine Semar Katherine Semar

Infant SchoolInfant School

Thursday 16th October 2014Thursday 16th October 2014

Seven Areas of Learning in the Foundation Stage

Phase 1- Nursery/ReceptionPhase 2- ReceptionPhase 3- ReceptionPhase 4- ReceptionPhase 5- Year 1Phase 6- Year 2

Linking sounds and letters

Children progress through these stages at their own pace – some take longer to get there! This is a continual process from Foundation through Key Stage 1 and beyond.

• Before your child is ready to read – they must have lots of talking opportunities.

• If they can’t say it, they won’t be able to write it - poor language skills will make reading and writing very difficult.

Time for talk!• In the car, in the bath, reading stories, at the dinner

table - encourage your child to listen to others, share their opinion, describe what they can see.

• It is important that correct language is modelled and correct pronunciation of words – e.g, the not du or v.

Time for rhyme• Read and encourage your child to join in with nursery

rhymes and poems.• Play rhyming games – make up nonsense rhymes

using your child’s name such as ‘Here comes Hattie, Pattie, Mattie’.

19 phonemes are taught

Blend phonemes and segment words

Read ‘vc’ and ‘cvc’ words

Tricky words

Phoneme - sounds of letterGrapheme - ‘shape’ of a letter Blend - putting sounds together to make

a word for reading eg. c-a-t cat

Segment - Pulling a word apart into it’s sounds for writing eg. cat c-a-t

VC and CVC -VC is vowel consonant words- CVC is consonant vowel consonant words

25 more phonemes are taught(most are letter combinations i.e two letters which make one sound – sh, th, ng)

Read and spell ‘cvc’ words

Letter names – alphabet song

Spell tricky words

42 graphemes are known

Consolidate reading and spellingof tricky words

Consonant clusters

Pronunciation...no ‘uh’ at the end - soft voice (p, s, m)

Action and sound...Based on multi-sensory approach

Structure...Twice a day – letter sounds, blending, segmenting, tricky words, applying skills to real readingand writing contexts.

Pronunciation

Videos for all phonemes are on the School Website

s – a – t – pi – n - m – dg – o – c – kck – e – u – rh – b – f - l

A good phonic understanding is one of the key foundations of being a good

reader and writer.

Words that you ‘just have to know’ through on-sight recognition

Spot the words in books and in the environment.

Wiggle fingers when you hear the word.

Matching pairs game

Daily practise

•Practise oral blending - use sound talk– its time for b – e – d, let’s put your shoes on your f – ee — t, shall we have some bread and j – a – m?•Sing nursery rhymes and play with rhyme – cat, fat, bat•I spy...emphasising the initial sound•Make collections of things beginning with the same letter•Stretch out words slowly, helping your child to identify each sound in turn.•Practise recognising tricky words.•Discuss the pictures and language used in books to helpdevelop your child’s comprehension skills.

• Stretch out the word slowly, helping your child to identify each sound in turn. • Use magnetic letters to make words. Sound them out to check. • Practise letter formation – pencil and paper, white boards, in flour, foam, glitter!!• Writing shopping lists• Messages for people (post-its)• Encourage your child to write the sounds they can hear in words. Accuracy in this is more

important than accuracy of the word itself at this stage.• I.e. They may write ‘it’ for ‘eat’ or ‘is’ for ‘ice’.