Phonics Workshop Aims of the session... To To To To explain what phonics means. understand what pure sounds are. understand the terminology used in phonics. be familiar with the way phonics lessons are delivered and resources that are available to use.
To know ways of supporting your childs learning. To understand the importance of pseudo words and the Phonics Screening Check in Year 1. To gain an understanding of the Grammar and spelling test in Year 2. What do we already know? Quiz It iz tiem too gow hoam sed v kator pilla. But iy doat wont 2 gow
howm sed th butt or flie. Iy wot to staiy heyr. What is phonics? Although there are 26 letters in the English alphabet, there are more than 40 speech sounds. Phonics refers to teaching word recognition whereby phonemes (sounds) associated with particular graphemes (letters) are pronounced in isolation & blended together in order to decode
words in order to read. Task 1: Say the phonemes of the graphemes represented ~ phoneme fans. Segmenting and blending: c a t ~ cat Segmenting and blending
qu ee n Queen Task 2: Segment and blend words ~ sound button cards. What is phonics? This process is reversed for writing the children are taught to say the word they wish to write, segment it into its phonemes, say them in turn & then write the grapheme for each phoneme to produce the written word. This is called encoding.
Task: Write words said using a phoneme frame to begin with then write words and add sound buttons. Boat b oa t b oa t
What is phonics? The relationship between letters (graphemes) and their corresponding sounds(phonemes) is called Grapheme phoneme correspondence (GPC). Systematic synthetic phonics supports
children to develop skills needed to decode (read) & encode (write) words. Terminology Phoneme Grapheme Segmenting and blending Digraph Trigraph Split digraph Abbreviations
Phonics schemes At Worlingham CEVC Primary School we follow the Dfes Letters and Sounds programme. This is split into 6 phases. Phase 1 covers... Environmental sounds Instrumental sounds Body percussion Rhythm and rhyme
Alliteration Voice sounds Oral blending and segmenting Phase 2 This phase introduces single sounds, with emphasis being on pure sounds. Set 1: s, a, t, p Set Set
Set Set 2: 3: 4: 5: i, n, m, d g, o, c, k ck, e, u, r h, b, f, ff, l, ll, ss
It introduces grapheme phoneme correspondence. The reading of VC and CVC words through segmenting and blending. The pure sounds This means correct pronunciation of the sounds without over-emphasis as this will hinder writing and reading. CD ROM
Phase 3 This phase completes the teaching of the single sounds and moves to sounds represented by more one letter e.g. ee, oo, sh, ch, th these are called digraphs and igh, ear, air these are called trigraphs. Set 6: j, v, w, x Set 7: y, z, zz, qu Consonant digraphs: ch, sh, th, ng Vowel digraphs: ai, ee, oa, oo, ar, or, ur, ow, oi, er Trigraphs: igh, ear, air, ure
Task: Writing words with digraphs in phoneme frames. The children are introduced to reading more high frequency words and learn to spell some of these. Phase 4 In this phase children learn to read and spell words containing adjacent consonants such as drink, star, pram, tram, desk. Writing words in phoneme frames.
The children continue to learn to read and spell high frequency words. Phase 5 This phase teaches alternative pronunciations for graphemes they already know and new ones. e.g. Sky, happy, yellow (igh/ ee/ y) The children also learn alternative graphemes for phonemes they are already familiar with. e.g. Rain, ray, eight, cake, they, acorn
(ai/ ay/ eigh/ a_e/ ey/ a) Vowel digraphs:, ay, ou, ie, ea, oy, ir, ue, aw, ew, oe, au Consonant digraphs: wh, ph Split digraphs: a_e, e_e, i_e, o_e, u_e Task: Phoneme Spotter Phase 6 Phase 6 is ideally the starting level for children entering Year 2 .
By the beginning of Phase Six, children should know most of the common graphemes and their phonemes. They should also be able to identify graphemes that make the same phoneme. They should be able to read hundreds of words, doing this in three ways: 1.Reading the words automatically if they are very familiar; 2.Decoding them quickly and silently because their sounding and blending routine is now well established; 3.Decoding them aloud. Childrens spelling should be phonetically accurate, although it
may still be a little phonetically plausible at times. Spelling usually drops behind reading, as it is harder. During this phase, the aim is that children become fluent readers and increasingly accurate (though not perfect) spellers. Phase 6 This phase consolidates the previous phases. It introduces spelling rules and the specific spelling of words that cannot be decoded. The focus is on learning spelling rules for suffixes. -s -es -ing
-ed -er -est -y -en -ful -ly -ment -ness This phase also has a focus on grammar. Phase 6 In Phase 6 children are expected to start making the right choices when considering which grapheme to use in their spelling.
For example: Is it c, k, or ck? Is it oi or oy? Is it ou or ow? Is it ee or ea? Is it an ay, ey, aigh, ai or a_e? Phase 6 Children are encouraged to carefully consider how the word looks with their chosen grapheme and to test how other graphemes look. This is called best
fit. Caym caim came Boi boy Bowt boat bote Children are encouraged to make links to their reading whilst doing this. How did the word look when you saw it in a book you have read? What does a Phonics lesson look like? Revisit/
review Teach Practice Apply Flashcards to practice phonemes learnt so far. Teach new phoneme air Buried treasure Air, zair, fair, hair, lair, pair, vair, sair, thair Read captions:
I can smell fresh air. I found my pair of shoes. Pseudo words These are non-sense words which the children can decode from phase 2 onwards. e.g. Flob, sab, elb. Task: Buried Treasure game There are activities on the internet to practise this.
e.g. www.phonicsplay.co.uk Phonics Screening All children in Year 1 will have a Phonics Screening Test in the Summer Term. The test contains 40 words ~ 20 real and 20 nonsense or pseudo words (alien words). All words in the test can be decoded by segmenting and blending. However the children have to be secure in their phonics to recognise where words contain digraphs or trigraphs. Last years pass mark was 32 out of 40.
The test is undertaken 1:1 under test conditions in a quiet area of the school. Children who do not pass in Year 1 are retested in Year 2. When hearing your child read at home it is important to discuss the book and specific words as well as just reading the printed text. Year 1 Phonics Test How do children learn phonics at school? The children have daily phonics sessions. They are taught using a range of strategies and resources;
Sound button cards Phonics Songs Robot arms Back to the quiz! Please have a look back at the quiz completed at the beginning of the session feel free to ask questions and change any of your answers. Reading and comprehension
Rose , 2006 Reading - the simple view of reading diagram: Grammar In 2016 Year 2 children will have to sit a Grammar test. The key stage 1 English grammar, punctuation and spelling test is
designed to assess grammar, punctuation, language strategies, handwriting and spelling. (Gov.uk) The test may contain tasks such as; Adding punctuation to a sentence (, ? ! .) Ordering a jumbled up sentence / understanding sentence construction. Adding plurals, suffixes and prefixes. Adding conjunctions (connectives). Adding verbs, adjectives, apostrophes. Past tense. Understanding different sentence types (e.g. Command, question, exclamation, statement)
How can I help my child with grammar, punctuation and spelling? http://www.oxfordowl.co.uk/for-home/reading-site/expert-help/grammar-p unctuation-and-spelling-made-easy Ways to help your child at home... Practise the pure sounds Practise reading tricky words Encourage them to use their phonic knowledge when reading at home Help them to learn their spellings Play phonics games (phonics play, oxford owls, BBC
bitesize, Roy the Zebra, Gerald the giraffe, ICT games, Crickweb) Practise reading pseudo words. Ask us if you are not sure on any sound. Talk to them to model grammar patterns. Read to your child ~ this helps them to internalise grammar patterns and extends their vocabulary. Listen to your child read and make time for discussion Finally... We hope you have found this both useful and
informative. We would like your feedback please use the coloured paper on your table to leave us your comments things youve enjoyed, whats been useful and any suggestions you have! Any questions? Please look at resources we have to support Phonics teaching.
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