Finding out about Phonics
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Transcript of Finding out about Phonics
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Finding out about Phonics
Workshop for Parents
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Phonics and the development of decoding skills
Shared reading – use of shared texts to model reading strategies
Guided reading- sharp focus on needs of a particular group
Independent reading ( individual, paired) –developing range of choice and experience opportunities to select own choice of texts- independence/motivation
Stories- hearing books read aloud
Home school partnership- family involvement in reading
Intervention programmes
The reading curriculum
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General sound discrimination- environmental, instrumental, body percussion
Rhythm and rhyme Alliteration Voice sounds Oral blending and segmenting
In Nursery and pre-school
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Two main skillsPhonics – decoding by blending the sounds
in words to read them Language comprehension- understand
what the word means within the context it appears
Language development and phonics working together supports reading development.
Being a successful reader
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Rose (2006), Independent Review of the Teaching of Early Reading:
• Although high quality systematic phonic work should be taught discretely it should be set within a broad and rich language curriculum.
• The Simple View of Reading takes full account of word recognition and language comprehension as distinct processes related one to the other.
Why phonics first?
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Word
recog
nit
ion
Good language
comprehension, poor word recognition
Good word recognition,
good language
comprehension
Poor word recognition,
poor language comprehensio
n
Good word recognition,
poor language
comprehension
Language comprehension
The Simple View of Reading
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Phonics - main strategy supporting word recognition
Teaches children to connect letters of the alphabet to the sounds they make- blending them together from left to right to make a word
Supports children in identifying those individual sounds ( phonemes) within words and segment them for spelling
Beginner readers
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Ofsted (2010), Reading by six:Excellence in reading is characterised by:• establishing phonic knowledge and skills
and their application through reading, writing and comprehension of what they are reading
• broadening and extending the range and quality of reading
• enhancing the teaching of reading by its application across the wider curriculum.
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26 letters of alphabet These letters and combinations of these
letters make 44 sounds Speech sounds- phonemes- the smallest
units of sound in words Letters or groups of letters- graphemes
Phonemes can be represented by graphemes of one, two or three letters:
t sh igh
Phonemes and graphemes
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One letter or one group of letters used to write one sound
e.g.
Grapheme
The sound ‘f’ can be written with the grapheme f(fun), ff ( huff)
The sound ‘igh’ can be written with the grapheme igh ( night) or i (knife) or ie (tie)
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Correct articulation of the phonemes
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Blending
Recognising the letter sounds in a written word, for example
c-a-t and synthesising or blending them in
the order in which they are written to pronounce the word ‘cat’
Not cuh-a-tuh
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Segmenting ‘Chopping Up’ the word to s p e ll it out
The opposite of blending
www.mrthornedoesphonicswww.youtube.com/watch?v=5wGfNiweEkI
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Meets the criteria for a high quality phonic programme
Discrete, structured sessions daily Speed Sounds Fred Talk- a puppet who says, reads and
spells words in pure sounds Green words- words made up of graphemes
the children have been taught Red or tricky words- common words with an
uncommon spelling e.g. said, would, bought Challenge words- topical words linked to a
particular story
Read, Write Inc
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m a s d t i n p g o c k u b f e l h sh r j v y w th z ch q x ng nk
Set 2 soundsay ee igh ow oo oo ar or air ir ou
oy
Set 3 soundsa-e ea i-e o-e u-e aw are ur er ow
oi ai oa ew ire ear ure tious tion
Set 1 sounds
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All staff who lead groups, including support staff, have trained in the Read, Write Inc programme
The children are grouped according to need Sessions happen four times a week Direct link between phonics and other
reading and writing activities Assessment of progress, regular regrouping
as necessary
Phonics groups
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Hear it and say it
See it and say it
Say it and write it
Teaching new phoneme/grapheme correspondence
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Revisit and review• Practise previously learned soundsTeach• Teach a new sound and corresponding grapheme• Teach blending Practise• Practise reading and/or spelling words with the new
letter• Teach one or two red wordsApply• Read sentences/stories containing new and learnt
sounds• Write words and sentences containing new letter and
previously taught ones• Assess
Structure of Read, Write Inc
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Phonics teaching at St Edward’s- video clip
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On-going assessment of individual children Opportunities provided for small
group/individual work for those children who need more consolidation of phonic knowledge
Year 1 Phonics screening check- new 2012
Assessment
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designed to give teachers and parents information on how the child is progressing in phonics
two sections in this 40-word check and it will assess phonics skills and knowledge learned through Reception and Year 1. Takes 5-10 minutes per child
It is a school-based check to make sure that the child receives any additional support promptly- practice time is given, not stressful for children
Year 1 Phonics Screening Check
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It will check that the child can: Sound out and blend graphemes in order to
read simple words. Read phonically decodable one-syllable and
two-syllable words, e.g. cat, sand, windmill. Read a selection of nonsense words which
are referred to as pseudo words. Pseudo words are included in the check
specifically to assess whether the child can decode a word using phonics skills and not their memory.
What does the phonics screening check?
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The check is not about passing or failing but checking appropriate progress is being made. If children do not reach the required standard, then the teacher will discuss plans and offer additional, tailored support to ensure that children are able to catch up.
Making progress
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Advice on phonics at the dedicated parent's website at http://www.oxfordowl.co.uk/
On this website you will find: Top tips to help your child with their
reading, from Ruth Miskin Phonic pronunciation help Fun activities to help embed their early
learning
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Say each sound in the word from left to right.
Blend the sounds by pointing to each letter, i.e. /b/ in bat, or letter group, i.e. /igh/ in sigh, as you say the sound, then run your finger under the whole word as you say it.
Try to ensure that you enunciate the sound accurately.
Talk about the meaning if your child does not understand the word they have read.
Work at your child’s pace. Always be positive and give lots of praise
and encouragement.
Helping your child with decoding unfamiliar words