Powerpoint from the phonics session

Phonics Miss Turner & Miss Clarke

Aims of the Session To : • Support parents/ carers in developing a good understanding of phonic principles • examine the 6 phases of phonic development; • Provide appropriate resources.

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High Quality Phonics • Brisk pace of learning • Systematic • Active and fun • Multi-sensory • Progress is monitored carefully Time limited – By end of Y1 children will be secure at phase 5! 3

Enunciation

• Phonemes should be articulated clearly and precisely – pure sounds • No ‘er’ c-a-t

• http://www.oxfordowl.co.uk 4

Phonic terminology: some definitions

A phoneme is the smallest unit of sound in a word

A grapheme is the letter, or letters, representing a phoneme a-e ai ay Terminology sheet

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Blending

Blending is recognising the letter sounds in a written word

i.e. c-u-p and merging them in the order in which they are written to pronounce the word ‘cup’ 6

Segmenting

Segmenting is identifying the individual sounds in a spoken word

(e.g. ‘him’ = h – i - m)

and writing down letters for each sound to form the word. 7

Digraph Two letters, making one sound

A consonant digraph contains two consonants sh ck th ll A vowel digraph contains at least one vowel ai ee ar oy 8

Trigraph Three letters making one sound

light

hair

ear 9

Split digraph A digraph in which the two letters making the sound are not adjacent

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Synthetic phonics For reading: phonemes [sounds] associated with particular graphemes [letters] are pronounced in isolation and blended together (synthesised). For writing: Words are segmented into phonemes orally, and a grapheme written to represent each phoneme. 11

Phase One- From Birth In developing their phonological awareness children will improve their ability to distinguish between sounds and to speak clearly and audibly with confidence and control.

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Enjoy listening to noises • Environmental • Instrumental • Speech sound discrimination • Making sounds with their own voices 13

Phase One Outcomes • Explore and experiment with sounds and words • Listen attentively • Show a growing awareness and appreciation of rhyme, rhythm and alliteration • Speak clearly and audibly with confidence and control • Distinguish between different sounds in words • Develop awareness of the differences between phonemes 14

Phase Two To introduce grapheme-phoneme (letter-sound) correspondences s p m o ck r f, ff

a i d c e h l, ll

t n g k u b ss

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Phase Two Outcomes • Children know that words are constructed from phonemes and that phonemes are represented by graphemes

• They have knowledge of a small selection of common consonants and vowels. • They blend them together in reading simple CVC words and segment them to support spelling. 16

Phonics Lesson Revisit and Review

Teach

Practise

Apply 17

Phase Three To teach children one grapheme for each of the 44 phonemes in order to read and spell simple regular words. j ch oa ear

v sh oo air

w th ar ure

x ng or er

y ai ur

z ee ow

qu igh oi

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Phase Three

sun

r ai n

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Phase Three Outcomes • Children link sounds to letters, naming and sounding the letters of the alphabet. • They hear and say sounds in the order in which they occur in the word, • They read simple words by sounding out and blending the phonemes all through the word from left to right. • They recognise common digraphs and read some high frequency words. 20

Phase Four To teach children to read and spell words containing adjacent consonants. dog, black, flat, strip, chest 21

Phase Four Activities

• • • •

Phoneme frames – to spell words Sound buttons –blending Yes/ No sentences Quickwrite for spelling

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Phase Four Outcomes • Children are able to blend and segment adjacent consonants in words • They apply this skill when reading unfamiliar texts and in spelling.

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Phase Five Teaching children to recognise and use alternative ways of pronouncing the graphemes and spelling the phonemes already taught.

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Same letters, different sounds

mean bread

read 25

Same sound, different letters

may make

pain 26

A Real Treat Tom was very happy. It was the weekend and he was off to the beach with his mum and dad, his puppy and baby Pete. ‘Help me pack the green bag,’ said mum. ‘We need sun cream and lots to eat.’ Tom got into his seat in the back of the car and the puppy got on his knee. Pete held his toy sheep. Off they went. Beep! Beep! At the end of the street there was a big truck. It had lost a wheel. ‘Oh, no,’ said Tom. ‘We’ll be here for a week!’ Dad went to speak to the driver to see if he could help. 27

A Real Treat – Phoneme spotters Tom was very happy. It was the weekend and he was off to the beach with his mum and dad, his puppy and baby Pete. ‘Help me pack the green bag,’ said mum. ‘We need sun cream and lots to eat.’ Tom got into his seat in the back of the car and the puppy got on his knee. Pete held his toy sheep. Off they went. Beep! Beep! At the end of the street there was a big truck. It had lost a wheel. ‘Oh, no,’ said Tom. ‘We’ll be here for a week!’ Dad went to speak to the driver to see if he could help. 28

Phase Five Outcomes Children will: • use alternative ways of pronouncing the graphemes and spelling the phonemes corresponding to long vowel phonemes. • identify the constituent parts of two-syllable and three-syllable words and be able to read and spell phonically decodable two-syllable and three-syllable words. • recognise an increasing number of high frequency words automatically. • apply phonic knowledge and skills as the prime approach in reading and spelling when the words are unfamiliar and not completely decodable. 29

Phase Six Teaching children to develop their skill and automaticity in reading and spelling, creating ever-increasing capacity to attend to reading for meaning. • • • •

Prefixes Suffixes Plurals Past tense 30

Phase Six Outcomes Children will: • Apply their phonics skills and knowledge to recognise and spell an increasing number of complex words. • Read an increasing number of high and medium frequency words independently and automatically.

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Expected Progress

• Secure at Phase 4 by end of Reception

• Secure at Phase 5 by the end of year 1 • Support for Spelling programme starts in Year 2 –Phase 6 completed by end of year 2 32

Pseudo words

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Learning Environment

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Questions

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