Phonics Evening MONDAY 1 OCTOBER 2018 6PM ST What is Phonics? It is what helps your child to learn to read and write. Gives children the skills needed for reading and writing plus detailed knowledge of the alphabet. Taught daily for approximately 20 minutes. Taught through group teaching, one to one teaching, independent and group activities, songs, rhymes and
games. We believe in teaching through a variety of multisensory approaches. ..what is phonics? Phonics is taught to every child in Early Years and Key Stage 1. Phonics can also continue into KS2 if necessary. Phonics is a progression. Leads to children learning their spellings through spotting the rules. At Pirton, we follow a scheme of work called Letters and Sounds. This breaks the learning up into phases. https:// www.gov.uk/government/publications/letters-and-sounds We also use a daily plan guide called Phonics Bug.
Phonic Phase Timeline Phase 1- This is the Nursery phase, children should achieve before starting school. Phase 2- Started towards end of Nursery year and completed in reception. Phase 3- Reception year. Phase 4- started towards end of reception completed in year 1. Phase 5- Year 1 Phase 6- Year 2. Phonic Vocabulary These are some words your child will learn through phonics. Phoneme
Grapheme Blending Segmenting Digraph Trigraph Phoneme frame Sound button Common exception words (Tricky words) CVC Glossary Phonemes: The smallest units of sound that are found within a word, Grapheme: The spelling of the sound e.g. Th
Diagraph: Two letters that make one sound when read e.g. ch, ai, oo Trigraphs: Three letters that make one sound e.g. air, igh CVC: Stands for consonant, vowel, consonant. Segmenting is breaking up a word into its sounds. Blending : Putting the sounds together to read a word Tricky words (Common exception words): Words that cannot easily be decoded. Common Mistakes Learning the letter names first. Adding a schwa. (-uh sound) - Sounds must be pronounced properly. http://www.teachfind.com/national-strategies
/letter-and-sounds-%E2%80%93-articulation-p honemes-vowels-and-consonants Moving children on too quickly. American computer/iPad games. Phase 1 Getting Ready for Phonics 1. Tuning into sounds 2. Listening and remembering sounds 3. Talking about sounds Music and movement Rhythm and rhyme/ alliteration Sound effects Speaking and listening skills
Phase 1 Activities Nursery rhymes, songs, action rhymes. Add sound effects to stories. Music and movement: rhythm, guess the instrument. Talking about sounds: listening walks, loud/soft, high/low, silly noises. Speaking & listening: silly sentences Happy Harry hops, mimics, animal sounds. Practise oral blending in and around the home. You can do this by talking in the following way: c-a-t, cat Can you put on your s-o-ck? Phase 2:
Learning phonemes to read and write simple words Children will learn their first 19 phonemes: Set 1: s a t p Set 2: i n m d Set 3: g o c k Set 4: ck (as in duck) e u r Set 5: h b l f ff (as in puff) ll (as in hill) ss (as in hiss) They will use these phonemes to read and spell simple consonant-vowel-consonant (CVC) words: sat, tap, dig, duck, rug, puff, hill, hiss All these words contain 3 phonemes. Phase 2 Actions We often teach each phoneme with an action to help the children remember
them. For example: D, d, d- Beating on a drum Mmmm- Rubbing tummy for food. Sssss- snake moving. Phase 2 Vocabulary Your children will learn to use the terms: phoneme Phonemes are sounds that can be heard in words e.g. c-a-t grapheme
This is how a phoneme is written down digraph This means that the phoneme comprises of two letters e.g. ll, ff, ck, ss Segmenting Children need to be able to hear a whole word and say every sound that they hear. Blending Children need to be able to hear the separate sounds in a word and then blend them together to say the whole word. /t/ /i/ /n/ = tin
/m/ /u/ /g/ = mug /d/ /u/ /ck/ = duck Consonants and vowels During this phase, children will be taught to read different words using the sounds and letters they have been exposed to. VC and CVC VC words are those that consist of a vowel and then a consonant (am, on, it). CVC words are those that consist of a consonant then a vowel and then a consonant (cat, dog, pen). Some words such as bell, are also CVC words because they only have three sounds. b-e-ll.
Phoneme Frames and Sound Buttons A way to help children segment by breaking the words up. l o g f i . .
. . . ll __ Common exception words There are many words that
cannot be blended or segmented because they are irregular. the was said you some
Phase 3 During phase 3, children will: Be taught 25 more graphemes which includes the rest of the alphabet sounds of which some are made up of two or three letters, known as digraphs and trigraphs. E.g. ee as in bee. Continue to practise segmenting. Continue to practise blending. Learn to read and spell a further range of common exception words. Practise blending and segmenting a wider range of CVC words. Begin to read familiar words on sight, rather than decoding them.
Commonexceptionwords Thenumberofthesewordsisgrowing.Thesearesoimportantforeadingandspeling: he,she,we,me,be,was,my,you,her,they,al. Further Phonics Vocabulary Your children will also learn to use the term: Trigraph This means that the phoneme comprises of three letters e.g. igh , ear, ure Use the phoneme frame to segment and write these words
ring chick night Answers r . i . n .
ng __ ch __ igh ___ i ck
. __ t . Phase 4: Introducing consonant clusters: reading and spelling words with four or more phonemes Useful Tip
It is important children learn to read words without blending as soon as possible. Children progress from blending out loud, to blending in their head before reading on sight. The sooner they can read on sight, the quicker their fluency will improve. Phase 4 doesnt introduce any new phonemes. It focuses on consolidation, reading and spelling longer words with the phonemes they already know. Children are also exposed to adjacent consonants (consonant blends and consonant clusters) and multisyllabic words. These words have consonant clusters at the beginning: spot, trip, clap, green, clown or at the end: tent, mend, damp, burnt or at the beginning and end! trust, spend, twist
They will be learning more common exception words and continuing to read and write sentences together. Common exception words (said, so, do, have, like, some, come, were, there, little, one, when, out, what) Phase 5 The purpose of Phase 5 is for children to: Continue reading and spelling phonetically plausible 2 and 3 syllable words. Continue reading and spelling of common exception words. Learn new graphemes. Learn alternative pronunciations for graphemes.
Learn alternative spellings for phonemes. Phase 5 -Graphemes taught a-e (as in came) au (as in Paul) aw (as in saw) ay (as in day) e-e (as in these)
ea (as in sea) ew (as in chew) ew (as stew) ey (as in money) i-e (as in like) ie (as in pie) ir (as in girl)
o-e (as in bone) oe (as in toe) ou (as in out) oy (as in boy) ph (as in Phil) u-e (as in June) u-e (as in huge)
ue (as in clue) ue (as in due) wh (as in when) Phase 5 Alternative Pronunciations hat acor n fast
was When spelling words, children will now need to choose the appropriate graphemes to represent phonemes. Phase 5 Alternative Spellings Looking at one sound and the different ways of spelling that sound. a_e
ay cake stay ai eigh a ey rain eigh baco prey t
n Pre-writing skills It is essential that a child begins to write when they are ready. In order to prepare your child there are many activities that can be done in various settings, including at home. From an early age, allow your child access to various writing materials of all shapes and sizes. (paint brushes, crayons, pencils, pens) Encourage participation in skills that involve manipulating objects. (jigsaws, threading) Encourage activities to promote finger strength. (tweezers, building bricks, playdough)
Encourage activities to promote gross motor skills. (painting walls outside with water, using a wheelbarrow, climbing ladders) Encourage activities to promote hand-eye coordination. (ball games, skipping, throwing a frisbee, throwing stones into the How you can help at home Using flashcards, expose children regularly to the sounds they have learnt. Remember to use pure sounds. Magnetic letters - Using magnetic letters on the fridge or any type of magnetic surface, children can practise making words. Make words using letter cards or magnetic letters. Ask the children to blend the sounds together to make the words. Ask children to spell out CV and CVC words both orally and on
paper. Play games for children to identify and practice phonemes. Useful Tip Pure sounds should be used when children are saying sounds. This means, where possible, the uh sounds after consonants should not be said. E.g. the sound f should be pronounced ffff rather than fuh. Have a go! Activities
Find a list below of the activities you may have seen in our session: Magnetic letters Phoneme frame Phoneme spotter Flashcards Phonic books Interactive games Matching games Threading Tweezer activities Playdough Phase 6
Reinforces learning in phase 5 Understand and begin to learn the conventions for adding the suffix -ed for past tense and -ing for present tense. To add common prefixes to root words and to understand how they change meaning e.g. un and dis. Phonics screening test Why are the children being tested? Every Year 1 child in the country will be taking the phonics screening check in the same week in June. The aim of the check is to ensure that all children are able to read by the end of year two.
This midpoint check will ensure that we have a clear understanding of what the children need to learn in year 2. Thank you for attending and we hope you found it informative and helpful.
Emotionalism Individualism feeling of sadness mixed with pleasure when you think of happy times in the past. the tendency to show or feel strong emotions; to become emotionally involved the belief that the self is more important than the group;...
Zinu, ka mana problēma nav nekāda problēma, bet tomēr vēlos zināt speciālista padomu, ieteikumu! Lieta tāda, ka vēlos uzzināt kādus līdzekļus un metodes vislabāk izmantot, lai atbrīvotos no liekā apmatojuma uz kājām un padusēs mājaz apstākļos? Kā to labāk darīt?...
Class activity - Design a circuit to implement this diagram using OP-AMPs, resistors, a +10 VDC supply and a -10 VDC supply. VC and VF have scale factors of 10 mV/degree. What would change in your design if VF had...
Write five complete sentences about the most important thing to you. ... August 29, 2014Day: 5Agenda1. Do Now2. Independent and Dependent Variables3. Practice with variables4. Metric System5. Summary. Do Now: What is a control in an experiment? ... The amount...
Recommends states develop policies that prevent exclusion as a disciplinary measure and to administer more appropriate policies that are without bias and discrimination and . Recommends use of evidence-based approaches such as PBIS and Pyramid Model to prevent suspensions and...
Material taken from Project Open House, Drs Dinnebeil and McInerney Yet, more tricks to interest children.. Set up an absurd or silly situation that violates a child's expectations. For example, Todd's teacher might decide to serve the children blocks and...
Ethics Assignment Group Project - 2 or 3 people Select Topic Why this topic Main points about topic 5 Articles discussing topic - List and present abstract (key points) Provide biblical context State your opinion and why Power Point Presentation...
Discuss the impact of cloud computing and Web 2.0. Define network topology, including hierarchical, bus, ring, star, and mesh models. Describe wireless networking, including wireless standards, topologies, and trends
Ready to download the document? Go ahead and hit continue!