Phonics Curriculum Workshop for Parents. November 2018

Transcription

1 Phonics Curriculum Workshop for Parents November 2018

2 Objectives To strengthen your knowledge of phonics. To provide examples of strategies used to teach phonics at Cannon Lane Primary School. To give you ideas of things you can do at home to help your child with phonics.

3 End of EYFS Early Learning Goal - Reading (Expected) Children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read.

4 End of EYFS Reading (Exceeding) Children can read phonically regular words of more than one syllable as well as many irregular but high frequency words. They use phonic, semantic and syntactic knowledge to understand unfamiliar vocabulary. They can describe the main events in the simple stories they have read.

5 End of EYFS Writing (Expected) Children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.

6 End of EYFS Writing (Exceeding) Children can spell phonically regular words of more than one syllable as well as many irregular but high frequency words. They use key features of narrative in their own writing.

7 Successful Readers who Enjoy Reading Successful Writers who Enjoy Writing

8 Why do we teach phonics? Independent Review of the Teaching of Early Reading Jim Rose March 2006 Recommended synthetic phonics. Recommended a daily phonics session.

9 The Simple View of Reading

10 Reading - 5 Basic Skills (Teaching through Phonics Letters and Sounds) 1. Learning the letter sounds. 2. Letter formation. 3. Blending and segmenting. 4. Identifying sounds in words. 5. Tricky words.

11 Independent Writing The children need to know: The 42 letter sounds How to hear the sounds in words A way of writing the letters for the sounds What they want to say We listen for sounds, we write them down.

12 The Teaching Sequence Revisit & Review Teach Practice Apply Every day 20 minutes

13 The correct articulation of the Letter Sounds (Watch this clip so you know how to pronounce the sounds.)

14 Terminology Phoneme: smallest unit of sound. Grapheme: letters representing units of sounds. Digraph: consonant digraph and vowel digraph (sh,ow) Split digraph: a_e, i_e, o_e, u_e Trigraph: igh, ear CVC words: consonant, vowel, consonant (cat,mum) Tricky words: the, I, no, go, we, me, she

15 Learning the sounds (Phonemes) 1. s a t p 2. i n m d 3. g o c k 5. h b f l 6. j v w x 7. y z 4. e u r

16 Digraphs (two letters making one sound) ck ss ll zz qu ch sh th ng ai ee oa oo oo ar or ur ow oi er

17 Trigraphs (three letters making one sound) igh ear ure air

18 Challenge Sound Buttons! cat

19 Challenge sheep

20 Challenge light

21 Challenge spring

22 Blending and Segmenting Blending is recognising the letter sounds in a written word, for example c- u-p, and merging or synthesising them in the order in which they are written to pronounce the word cup. 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. We use robot arms!

23 Segmenting Words farmer

24 Segmenting Words clights

25 Segmenting Words quorst

26 Letters and Sounds Phase 1 = Immersion Phases 2-4 = Body of Knowledge Phases 5-6 = Investigative Work

27 Phase 1 Environmental sounds. Instrumental sounds. Body sounds. Rhythm and rhyme. Alliteration. Voice sounds. Oral blending and segmenting.

28 Phase 1 Activities Listening Walks. Hidden Instruments. Rhyme. Oral Blending and Segmenting. Guess the Sound.

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30 Phase 2 19 letters of the alphabet. One sound for each. Blending sounds together to make words. Segmenting words into their separate sounds. Beginning to read simple captions.

31 Phase 2 s a t p i n m d g o c k ck e u r h b l ll to no go the I f ff ss

32 a n a p a c a t i n Captions! i a n a h a t p o t s c o t a n d

33 Phase 3 Remaining 7 letters of the alphabet. Graphemes such as ch, oo, th (the remaining phonemes.) Reading captions, sentences and questions.

34 Phase 3 Teach new Phonemes j, v, w, x y, z, zz, qu Consonant digraphs ch, sh, th, ng Vowel digraphs ai, ee, igh, oa, oo, ar, or, ur, ow, oi, ear, air, ure, er

35 Phase 3 Tricky words he she we me be was you they all are my her

36 Yes/No Questions

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39 Phase 4 No new graphemes/phonemes Blending and segmenting longer words Adjacent consonants CCVC (swim) CVCC (jump) CCVCC (crisp)

40 Phase 4 Tricky words said so have like come some were there little one do when out what

41 Bingo Time!

42 Phoneme Frames!

43 t r ai n

44 Phase 5 Alternate pronunciation of graphemes. ow cow/blow Alternate spelling for phonemes. ai ay Reading and writing high-frequency words. Reading and writing two and three syllable words. Tricky words.

45 Let s play!

46 Phase 5 ay oy wh a-e ou ir ph e-e ie ue ew i-e ea aw oe au o-e u-e

47 Alternative Vowel Sounds Introduced as: Alternatives taught later: ai (train) ay (play) a_e (made) ee (feet) ea (read) e_e (these) oa (boat) ow(slow) o_e (bone)

48 Phase 5 - Tricky words oh people their Mr Mrs looked called asked Buried Treasure

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50 Phase 6 Introducing and teaching the past tense. Word Detective. Investigating and learning how to add suffixes. ing, ed, ful, ly, est, er, ment, ness, en Teaching spelling long words. Big elephants can always upset small elephants Finding and learning difficult bits in words.

51 Find the compound words This morning everybody was in the playground. We were playing football. The striker kicked the ball. The goalkeeper nearly grabbed it but it slipped away and smashed the greenhouse in the school garden. Oops! *Hint! Two words are joined together to create a new meaning.

52 Find the compound words This morning everybody was in the playground. We were playing football. The striker kicked the ball. The goalkeeper nearly grabbed it but it slipped away and smashed the greenhouse in the school garden. Oops!

53 Reading at CLPS Phonics. Super Sentence daily. Shared Reading weekly. Reading texts daily. Guided Reading weekly (with targets for you to practice at home.) Library. Reading Areas.

54 Sharing Books with Children Please read at least 3 times a week with your children and record it in their Reading Diary.

55 Spotting digraphs and trigraphs in ( words is a tricky business!

56 Websites 1DN6jmbCsIPschffPaxvCdS9d6qPN&index=28 Busy Things use your log in.

57 Thank you for coming!