AIMS To share how phonics and spelling is taught at Winklebury To teach the basics of phonics and...
-
Upload
beverly-snow -
Category
Documents
-
view
215 -
download
1
Transcript of AIMS To share how phonics and spelling is taught at Winklebury To teach the basics of phonics and...
Year R Phonics WorkshopThursday 22nd January
2015
Mrs Hunt and Miss Courtney
AIMSTo share how phonics and spelling is
taught at Winklebury To teach the basics of phonics and some
useful phonics termsTo outline the different stages in phonic
development To show examples of activities and
resources we use to teach phonics to help you support your child at home
Overview 1. What is phonics?
2. Why is the teaching of phonics so important?
3. How is phonics taught?• Learning the letter sounds• Blending/Segmenting
• Identifying sounds in words• Tricky words
4.Spelling
What is phonics?What is phonics?
Phonics is a way of teaching children to read quickly and skilfully. They are taught how to:
recognise the sounds that each individual letter makes; identify the sounds that different combinations of letters
make - such as ‘sh’ or ‘oo’; blend these sounds together from left to right to make a
word. [Source: DfES]
Knowledge of 44 phonemes and 140 graphemes.Skills of blending and segmenting.
Phonics = Skills of reading and spelling + knowledge of the alphabet
Just how difficult is it?
Ready to have a go?
What does this say?
‘Ghoti’
‘Fish’
Did you get it right?
GH – ‘f’ as in enough
O – ‘i’ as in women
TI – ‘sh’ as in station
Making the ‘I’ sound in a word
Light - by - pie - findside
So how do we teach it?
Letters and Sounds(5 distinct phases)
Support for Spellings
Phonics is taught primarily using ‘Letters
and Sounds’
Letters and Sounds is a phonics resource published by the Department for Education and Skills in 2007. It aims to build children's speaking and listening skills in their own right as well as to prepare children for learning to read by developing their phonic knowledge and skills. It sets out a detailed and systematic programme for teaching phonic skills for children starting by the age of five, with the aim of them becoming fluent readers by age seven.
Jolly Phonics Programme
‘Pure Sounds’Need to ensure that pure sounds are used at all
times.
Do not add an “uh” or “er” sound to the end of sounds such as ter, mer, per
Are you using pure sounds when you help your child?
Pure Sounds Clip
Learning the letter sounds
Digraphs (2 letters making 1
sound)
Beware: Adjacent consonants are not digraphs – they have two distinct sounds
S-t-a-m-p not st-a-m-p
Trigraphs (3 letters making 1
sound)
igh air ure ear
Sound buttonsr i ng ch i ck
. . _ _ . _
n igh t
. _ .
Blending for Reading
Using pure sounds/knowledge of digraphs and trigraphs children are taught to say the sounds and then
blend them together
c-a-tn-ee-dm-igh-t
Tricky Words
Some words unfortunately have to be
learnt by sightthese are called ‘Tricky words’
saidbecause
Segmenting for Spelling
This is the opposite
S-t-r-e-t-ch-i-ng the word out and applying the
corresponding grapheme (letter)
How is phonics taught in Year R?
• Daily• Focused and independent activities.
The group a child is in depends on their phonic ability and phase they are working on.
Segmenting for SpellingTo split up a word into it’s individual
phonemes in order to spell it – e.g. cat has 3 c-a-t ship has 3 sh-i-p
Say the wordRepeat using ‘sound talk’
Identify the initial phoneme – the first sound we can hear at the start of the
word? How are these represented – which
letter/digraph?Repeat until word is completed
‘Stretching’ for Spelling
•Children are encouraged to ‘stretch’ words out for spelling applying their knowledge of phonics from taught sessions•Children are encouraged to be independent spellers so they have the confidence to write independently
MnemonicsA common mnemonic for remembering tricky spellings is to create an easily remembered
acronym. For example:
‘said’ Sam and I dance
Give children ownership - that way they will remember
them!
1. Introduction – Warm-upAlphabet, jolly phonics
2. Revisit/ReviewPractise previously learned graphemes and tricky words
3. Teach New grapheme and tricky word(s)
4. PractiseWords containing new grapheme
5. Apply Read or write sentences using new
digraph/tricky words
Now it’s your turn!
AssessmentHalf-Termly - each child is assessed on the phase they have been learning. If they have achieved at least 90% of the phase, they will
then be moved onto the next phase.The children’s assessment sheets will then follow them from year group to year group
and later from infants to juniors so their progress is continually monitored.
Homework• Help your child use phonics to read
unknown words that they come across in their reading books and encourage them to use their phonics independently.
• Continue to practise keywords everyday in the pink word books as the children need to recognise these words from sight memory.
• Discuss any tricky words you come across in your child’s reading book. Sometimes they just need to be told a word that cannot be sounded out.
• Practise writing words/sentences using phonics.