Powerpoint from the phonics session

Report
Phonics
Miss Turner & Miss Clarke
Aims of the Session
To :
• Support parents/ carers in developing a good
understanding of phonic principles
• examine the 6 phases of phonic development;
• Provide appropriate resources.
2
High Quality Phonics
• Brisk pace of learning
• Systematic
• Active and fun
• Multi-sensory
• Progress is monitored carefully
Time limited – By end of Y1 children will
be secure at phase 5!
3
Enunciation
• Phonemes should be articulated clearly and
precisely – pure sounds
• No ‘er’ c-a-t
• http://www.oxfordowl.co.uk
4
Phonic terminology:
some definitions
A phoneme is the smallest
unit of sound in a word
A grapheme is the letter, or letters,
representing a phoneme
a-e
ai
ay
Terminology sheet
5
Blending
Blending is recognising the letter
sounds in a written word
i.e. c-u-p
and merging them in the order in
which they are written to
pronounce the word ‘cup’
6
Segmenting
Segmenting is identifying the
individual sounds in a spoken
word
(e.g. ‘him’ = h – i - m)
and writing down letters for each
sound to form the word.
7
Digraph
Two letters, making one sound
A consonant digraph contains two
consonants
sh
ck
th
ll
A vowel digraph contains at least one
vowel
ai
ee ar
oy
8
Trigraph
Three letters making one
sound
light
hair
ear
9
Split digraph
A digraph in which the two
letters making the sound are not
adjacent
10
Synthetic phonics
For reading:
phonemes [sounds] associated with particular
graphemes [letters] are pronounced in
isolation and blended together (synthesised).
For writing:
Words are segmented into phonemes orally,
and a grapheme written to represent each
phoneme.
11
Phase One- From Birth
In developing their phonological
awareness children will improve their
ability to distinguish between sounds and
to speak clearly and audibly with
confidence and control.
12
Enjoy listening to noises
• Environmental
• Instrumental
• Speech sound discrimination
• Making sounds with their own
voices
13
Phase One Outcomes
• Explore and experiment with sounds and words
• Listen attentively
• Show a growing awareness and appreciation of
rhyme, rhythm and alliteration
• Speak clearly and audibly with confidence and
control
• Distinguish between different sounds in words
• Develop awareness of the differences between
phonemes
14
Phase Two
To introduce grapheme-phoneme
(letter-sound) correspondences
s
p
m
o
ck
r
f, ff
a
i
d
c
e
h
l, ll
t
n
g
k
u
b
ss
15
Phase Two Outcomes
• 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.
• They blend them together in reading simple
CVC words and segment them to support
spelling.
16
Phonics Lesson
Revisit and Review
Teach
Practise
Apply
17
Phase Three
To teach children one grapheme for
each of the 44 phonemes in order to
read and spell simple regular words.
j
ch
oa
ear
v
sh
oo
air
w
th
ar
ure
x
ng
or
er
y
ai
ur
z
ee
ow
qu
igh
oi
18
Phase Three
sun
r ai n
19
Phase Three Outcomes
• Children link sounds to letters, naming and
sounding the letters of the alphabet.
• They hear and say sounds in the order in which
they occur in the word,
• They read simple words by sounding out and
blending the phonemes all through the word
from left to right.
• They recognise common digraphs and read some
high frequency words.
20
Phase Four
To teach children to read and
spell words containing adjacent
consonants.
dog, black, flat, strip, chest
21
Phase Four
Activities
•
•
•
•
Phoneme frames – to spell words
Sound buttons –blending
Yes/ No sentences
Quickwrite for spelling
22
Phase Four Outcomes
• Children are able to blend and
segment adjacent consonants in
words
• They apply this skill when reading
unfamiliar texts and in spelling.
23
Phase Five
Teaching children to recognise and use
alternative ways of pronouncing the
graphemes and spelling the phonemes
already taught.
24
Same letters, different sounds
mean
bread
read
25
Same sound, different letters
may
make
pain
26
A Real Treat
Tom was very happy. It was the weekend and he was
off to the beach with his mum and dad, his puppy and
baby Pete.
‘Help me pack the green bag,’ said mum. ‘We need sun
cream and lots to eat.’
Tom got into his seat in the back of the car and the
puppy got on his knee. Pete held his toy sheep. Off
they went. Beep! Beep!
At the end of the street there was a big truck. It
had lost a wheel.
‘Oh, no,’ said Tom. ‘We’ll be here for a week!’
Dad went to speak to the driver to see if he could
help.
27
A Real Treat –
Phoneme spotters
Tom was very happy. It was the weekend and he was
off to the beach with his mum and dad, his puppy and
baby Pete.
‘Help me pack the green bag,’ said mum. ‘We need sun
cream and lots to eat.’
Tom got into his seat in the back of the car and the
puppy got on his knee. Pete held his toy sheep. Off
they went. Beep! Beep!
At the end of the street there was a big truck. It
had lost a wheel.
‘Oh, no,’ said Tom. ‘We’ll be here for a week!’
Dad went to speak to the driver to see if he could
help.
28
Phase Five Outcomes
Children will:
• use alternative ways of pronouncing the graphemes and
spelling the phonemes corresponding to long vowel
phonemes.
• identify the constituent parts of two-syllable and
three-syllable words and be able to read and spell
phonically decodable two-syllable and three-syllable
words.
• recognise an increasing number of high frequency words
automatically.
• apply phonic knowledge and skills as the prime approach
in reading and spelling when the words are unfamiliar
and not completely decodable.
29
Phase Six
Teaching children to develop their skill and
automaticity in reading and spelling, creating
ever-increasing capacity to attend to reading for
meaning.
•
•
•
•
Prefixes
Suffixes
Plurals
Past tense
30
Phase Six Outcomes
Children will:
• Apply their phonics skills and knowledge to
recognise and spell an increasing number of
complex words.
• Read an increasing number of high and
medium frequency words independently and
automatically.
31
Expected Progress
• Secure at Phase 4 by end of Reception
• Secure at Phase 5 by the end of year 1
• Support for Spelling programme starts in
Year 2 –Phase 6 completed by end of year
2
32
Pseudo words
33
Learning Environment
34
Questions
35

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