Phonics Workshop for Supporting Parents with Early Reading. · Phonics Workshop for Supporting...
Transcript of Phonics Workshop for Supporting Parents with Early Reading. · Phonics Workshop for Supporting...
Phonics Workshop for Supporting
Parents with Early Reading.
Supporting your child with phonics and reading
Miss Marshall
Mrs Mackenzie
8th November 2017
Purpose:
To understand the importance of phonics.
To get an idea of how phonics is taught in
school.
To understand the progression through
phonic phases and how to support and develop
children’s learning.
What you can do at home to support your
child.
To support your child with passing the phonics
screening test.
Why Phonics?
The aim is to secure essential phonics knowledge and skills so that children can progress quickly to independent reading and writing.
Reading and writing are like a code: phonics is teaching the child to crack the code.
Gives us the skills of blending for reading and segmenting for spelling.
High quality phonics work…
Interactive multi-sensory phonic session at their own level.
A session led by a member of staff of shared reading and/or shared writing.
Opportunities for independent reading and writing.
Pace and progression is key.
Technical vocabulary
A phoneme is the smallest unit of sound in a word. A
phoneme may be represented by 1, 2, 3 or 4 letters.
E.g. t ai igh
A grapheme is the letter(s) representing a phoneme.
A syllable is a word or part of a word that contains one
vowel sound. E.g. hap/pen bas/ket let/ter
Technical vocabulary
A digraph is two letters, which make one sound.◦ A consonant digraph contains two consonants
sh th ck ll
◦ A vowel digraph contains at least one vowel
ai ee ar oy
A split digraph is a digraph in which the two letters are not adjacent (e.g. make)
A trigraph is three letters, which make one sound. E.g. igh air
Technical vocabulary
Oral Blending – hearing a series of spoken sounds and merging them together to make a spoken word (no text is used) for example, when a teacher calls out ‘b-u-s’, the children say bus.
Blending – recognising the letter sounds in a written word, for example c-u-p, and merging or synthesising them in the order in which they are written to pronounce the word ‘cup’.
Segmenting – identifying the individual sounds in a spoken word (e.g. h-i-m) and writing down or manipulating letters for each sound to form the word ‘him’.
Phase 1 - ongoing
To develop language and increase vocabulary through
speaking and listening activities.
To develop phonological awareness.
To distinguish between sounds.
To speak clearly and audibly with confidence and control.
To become familiar with rhyme, rhythm and alliteration.
Use sound talk to segment words into phonemes.
Example activities - listening walks, Silly Soup, rhyming
chants/songs,
Phase 2 – Up to 6 weeks
To introduce grapheme-phoneme correspondences
Children know that words are constructed from phonemes
and that phonemes are represented by graphemes.
They have knowledge of a small selection of common
consonants and vowels – only 19!
They blend them together in reading simple CVC words
and segment them to support spelling. – use of magnetic
letters!
Phase 2
Letter Progression (one set a week)
Set 1: s a t p
Set 2: i n m d
Set 3: g o c k
Set 4: ck e u r
Set 5: h b f,ff l,ll s
Correct Articulation of phonemes is
essential!
Pronunciation - not ‘uh’ on the end – use
soft voice!
Video –Articulation of Sounds
https://www.youtube.com/watch?v=BqhXUW
_v-1s
Articulation
Long oo
spoon
moon
balloon
smoothie
Soft Sound
think
thin
thick
thumb
Short oo
cook
book
look
hook
Spoken Sound
the
that
there
this
This is one reason
why the English
Language is tricky!
Children won’t grasp
this overnight or by
osmosis…they need
to be immersed in an
awareness of
language throughout
the day.
Tricky Words
Words that can’t be sounded out.
E.g. the, said, me, my, to, go, was
Phase 3 – Up to 12 weeks
To teach children one grapheme for each of the 44
phonemes in order to read and spell simple regular
words.
Naming and sounding letters of the alphabet.
Recognise letter shapes and say a sound for each
Hear and say sounds in the order in which they
occur, and read simple words by sounding out and
blending.
Recognise common digraphs and read some high
frequency words.
Phase 4 – (4-6 weeks)
To teach children to read and spell words containing
adjacent consonants and polysyllabic words.
Teaching should focus on the skills of blending and
segmenting words containing adjacent consonants.
They should not be taught in word families such as
spot, spit, spin as the children will treat ‘sp’ as one unit.
Phase 4
Children now have the ability to blend and segment
therefore they are moving beyond simple cvc words to cvcc,
ccvc, ccvcc and cccvc.
b l a ck s t r o ng
c c v c c c c v c
f e l t b l a n k
c v c c c c v c c
Phase 5
To teach children to recognise and use alternative
ways of pronouncing the graphemes and spelling the
phonemes already taught.
Teaching the long vowel phonemes
Read and spell phonetically decodable 2/3 syllable words e.g. bleating, frogspawn,
shopkeeper.
Choose the appropriate graphemes to represent phonemes when spelling words.
Recognise an increasing number of high frequency words automatically.
Spelling complex words using phonetically plausible attempts
ai a-e ay
Seeing themselves as writers!
Year 1 Phonics Screening
A screening check for year one to encourage schools to
pursue a rigourous phonics programme.
Aimed at identifying the children who need extra help
are given the support.
Assesses decoding skills using phonics
40 items to be read (20 real words, 20 pseudo words)
If children do not pass in Year 1 they have to retake the
test at the end of Year 2.
What does it look like?
Year 1 Phonics Test
Tracking and Progress
Children are assessed at the end of each term to ensure
understanding and good progression.
Children are assessed against a progress tracking grid.
Children move teaching groups to accommodate their
need and ability.
End of phase progress checks/mock phonics test.
Year 1 Phonics screening check.
How can I help? - Reading Books
Your child will have the opportunity to
bring home a reading book each day. Talk
about the book, the character, what is
happening in the story, predict what may
happen next. Encourage a love of reading
– not a chore!
What else can I do at home?
Ask your child to find items around the house that
represent particular sounds, i.e. ‘oo’ - ‘spoon’ ‘bedroom’
Play matching pairs – with key words or individual
sounds/pictures.
Key words on the stairs
Play tricky word bingo
Flashcard letters and words – how quickly can they read
them?
Notice words/letters in the environment.
Go on a listening walk around the house/when out and
about.
Lots of activities online for children to practice their
phonic knowledge.
Phonics games websites
http://www.letters-and-sounds.com
http://www.ictgames.com
www.phonicsplay.co.uk