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Phonics-Presentation-For-Parents.pdf
- 1. Letters and Sounds Workshopfor Parents
- 2. Learning Intentions — Tounderstand the importance of phonics. — To get an idea of how phonics is taught BFS Naples. — To understand the progression through phonic phases and how to support and develop children’s learning. — What can I do at home?
- 3. What is phonics? Quitesimply… The sounds that make up words! Reading and writing are like a code: phonics is one of the ways we teach the child to crack the code of reading and writing.
- 4. https://www.youtube.com/watch?v=wCLg 6DsYuyw Why is teachingthis way effective?
- 5. Phonics is important…butit is not the ONLY element of reading! • I use the pictures to help me. • I use punctuation to help me make sense of what I am reading. • I go back and read a word or sentence again if I don’t understand it. • I read on to see if I can work out the meaning of a word I don’t know. • Asking and answering questions.
- 6. PHONICS – keyelements • Correct pronunciation • Correct vocabulary • We all need to use the same language at home and at school.
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- 8. Some Definitions A Phoneme Thisis the smallest unit of sound in a word. How many phonemes can you hear in cat? (CVC)
- 9. GRAPHEME • Letters representinga phoneme e.g. c ai igh Children need to practise recognising the grapheme and saying the phoneme that it represents.
- 10. Once children aregood with single phonemes… • DIGRAPHS – 2 letters that make 1 sound ll ss zz oa ai • TRIGRAPHS – 3 letters that make 1 sound igh dge
- 11. BLENDING • Recognising theletter sounds in a written word, for example c-u-p and merging or ‘blending’ them in the order in which they are written to pronounce the word ‘cup’ • We practise blending by putting ‘sounds buttons’ under the words
- 12. Put the soundbuttons under these words speed crayon slight toast broom foil crawl jumper
- 13. Put the soundbuttons under these words speed crayon slight toast broom foil crawl jumper
- 14. SEGMENTING • ‘Chopping Up’the word to spell it out • The opposite of blending • Use your ‘ROBOT ARMS’ or ‘Phoneme Fingers’. https://www.youtube.com/watch?v=S8Pe i0_joeE
- 15. Segmenting Activity • Useyour ‘robot arms’ to say how many phonemes in each word. • shelf • dress • sprint • string
- 16. Did you getit right? • shelf = sh – e – l – f = 4 phonemes • dress = d - r - e – ss = 4 phonemes • sprint = s – p – r – i – n – t = 6 phonemes • string = s – t – r – i – ng = 5 phonemes
- 17. Summary of Phases —Phase 1 (Nursery - on-going) ◦ To distinguish between sounds and become familiar with rhyme, rhythm and alliteration. — Phase 2 (6 weeks) ◦ To introduce 19 grapheme-phoneme correspondences. — Phase 3 (12 weeks) ◦ To teach one grapheme for each of the 44 phonemes in order to spell simple regular words. — Phase 4 (4-6 weeks) ◦ To read and spell words containing adjacent consonants. — Phase 5 (in Yr1) ◦ To teach alternative pronunciations for graphemes and alternative spellings for phonemes. — Phase 6 (in Yr2) ◦ To develop their skill and automaticity in reading and writing.
- 18. Phase 1 • Yourchild will be learning to: – Have fun with sounds – Listen carefully – Develop their vocabulary – Speak confidently to you, other adults and children – Tune into sounds – Listen and remember sounds – Talk about sounds – Understand that spoken words are made up of different sounds
- 19. Phase 2 •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, ss
- 20. Phase 3 • Set6: j, v, w, x • Set 7: y, z, zz, qu • Consonant digraphs: ch, sh, th, ng • Vowel digraphs: ai, ee, igh, oa, oo, ar, or, ur, ow, oi, ear, air, ure, er
- 21. Phase 4 •This phaseconsolidates all the children have learnt in the previous phases.
- 22. Phase 5 • Childrenwill be taught new graphemes and alternative pronunciations for these graphemes. • Vowel digraphs: wh, ph, ay, ou, ie, ea, oy, ir, ue, aw, ew, oe, au • Split digraphs: a_e, e_e, i_e, o_e, u_e
- 23. Phase 6 • Thefocus is on learning spelling rules for suffixes. -s -es -ing -ed -er -est -y -en -ful -ly -ment -ness
- 24. What does aPhonics lesson look like? Revisit/review Flashcards to practice phonemes learnt so far. Teach Teach new phoneme air Practice Buried treasure Air, zair, fair, hair, lair, pair, vair, sair, thair Apply Read captions: The goat had a long beard. The quack was right in his ear.
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- 26. TRICKY WORDS • Wordsthat are not phonically decodable but they are also taught in the Letters and Sounds scheme-don’t sound out! e.g. was, the, they, come • Some words are Key words in the early stages of reading and may be given to learn how to read and spell quickly.
- 32. What can Ido at home? • Just knowing some of this information will support you when you are reading with your child. You will know whether or not they are able to sound out a word or whether you should tell them the word and help them be more confident and fluent. • Find out from your child’s teacher what phase they are working on. • Play rhyming games, read rhyming books-ask your child what rhymes with? • Play blending and segmenting games • Notice words/letters in the environment. • Talk about what is a word/letter /sentence and locate • Play matching pairs – with key words or individual sounds/pictures. • Key words or tricky words on the stairs/bingo • Clap syllables in words • Flashcard letters and words – how quickly can they read them?
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