This document summarizes a workshop for parents on teaching phonics. It explains that phonics involves teaching the sounds that make up words as a code for reading and writing. The workshop covers the progression through six phases of phonics instruction, from basic sound recognition to spelling rules. It provides examples of phonics elements like graphemes, phonemes, blending and segmenting. The goal is for parents to understand how phonics is taught so they can support their children's learning at home through games and activities involving letters, sounds and reading.
Research shows that when phonics is taught in a structured way – starting with the easiest sounds and progressing through to the most complex – it is the most effective way of teaching young children to read. It is particularly helpful for children aged 5 to 7. Hence this presentation will help you in learning about phonics in early years
Research shows that when phonics is taught in a structured way – starting with the easiest sounds and progressing through to the most complex – it is the most effective way of teaching young children to read. It is particularly helpful for children aged 5 to 7. Hence this presentation will help you in learning about phonics in early years
Presentation for parents to provide details on the Letters and Sounds Programme.
This programme ensures all children experience best practice in the teaching of early reading and phonics, aligned to the recommendations of the Rose Review.
Learn more about literacy learning in the Early Years at the British International School of Boston, and discover what parents can do to support literacy learning at home.
Presentation for parents to provide details on the Letters and Sounds Programme.
This programme ensures all children experience best practice in the teaching of early reading and phonics, aligned to the recommendations of the Rose Review.
Learn more about literacy learning in the Early Years at the British International School of Boston, and discover what parents can do to support literacy learning at home.
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http://sandymillin.wordpress.com/iateflwebinar2024
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Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
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2. Learning Intentions
— To understand 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?
Quite simply…
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.
5. Phonics is important…but it 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 – key elements
• Correct pronunciation
• Correct vocabulary
• We all need to use the same
language at home and at school.
9. GRAPHEME
• Letters representing a phoneme
e.g.
c ai igh
Children need to practise
recognising the grapheme and
saying the phoneme that it
represents.
10. Once children are good 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 the letter 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 sound buttons under
these words
speed crayon
slight toast
broom foil
crawl jumper
13. Put the sound buttons 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
• Use your ‘robot arms’ to say how
many phonemes in each word.
• shelf
• dress
• sprint
• string
16. Did you get it 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
• Your child 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
• 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, ar, or, ur, ow, oi, ear, air,
ure, er
21. Phase 4
•This phase consolidates
all the children have
learnt in the previous
phases.
22. Phase 5
• Children will 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
• The focus is on learning spelling
rules for suffixes.
-s -es -ing -ed
-er -est -y -en
-ful -ly -ment -ness
24. What does a Phonics 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.
26. TRICKY WORDS
• Words that 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.
27.
28.
29.
30.
31.
32. What can I do 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?