Reception Phonics Workshop November 2016

Transcription

1 Reception Phonics Workshop November 2016

2 Phonics and reading and writing! End of reception learning goals: Reading: 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 (tricky words/key words). They demonstrate understanding when talking with others about what they have read. Writing: Children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words (tricky words/key words). They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.

3 Terminology Phonics The teaching of letters and their sounds. Phoneme The smallest unit of sound in a language. Digraph Two letters that make one sound. Blending Putting sounds together to read words. Segmenting Splitting words into sounds in order to write them. Cued articulation System to support speech sounds using hand actions. TELL ME - I FORGET SHOW ME - I REMEMBER INVOLVE ME - I UNDERSTAND

4 Phonic Phases The teaching of phonics is split into phases. In Reception children work on phases one, two and three. Phase 1 Hearing and discriminating between sounds. Using voice to recreate sounds. Orally blending and segmenting sounds. Phase 1 would have also been going on in Nursery and in pre-schools.

5 Phase 1 things to do at home Join children in their imaginative play. Model making sound effects and encourage children to do the same. Reading and reciting nursery rhymes together. Encourage children to make own rhymes, ie Humpty Dumpty sat on a hat, Humpty Dumpty s squashed it flat. Make up rhymes that go with children s names. Find rhymes for names of other people in the family. Highlight the first sound in words by playing games like I spy. Oral blending and segmenting. A variation of I spy, ie I spy with my little eye a d-o-g. Segment words when talking to children at home, ie We need to set the table for tea now, could you get me a f-or-k please. This phase really supports the children in being able to blend and segment which is so important in reading and writing.

6 Phase 2 current phase being taught Teaching the single phonemes. Blending VC (vowel, consonant; e.g. it, is) words for reading. Segmenting VC words for writing.

7 25 Single Letter Sounds s a t p i n m d g o c k ck e u r h b f ff l ll ss

8 Phase 2 things to do at home Practice the letter sounds. Point out letters in the environment around you, can your child tell you what sound it makes? When reading with children stop at VC and CVC words and encourage them to try and read it themselves by sounding out. Encourage children to attempt writing as part of their play. This writing does not necessarily have to make sense. When writing ask children to help you spell a word, ie I am writing is, which sounds do I need to write?

9 Pronunciation It is really important to model correct pronunciation of sounds to children. It is a common problem that sounds are over pronounced. Cued articulation also helps support this as well as providing a visual and physical reminder of sounds. It is less confusing for the children in the Early Years to refer to the sound the letter makes rather than it s name.

10 Phase 3 Teaching the digraph sounds. Blending CVC (consonant, vowel, consonant; ie cat) words for reading. Digraphs are counted as a single vowel or consonant. Eg sheep is still a CVC word. Segmenting CVC words for writing.

11 19 Phase 3 Sounds j v w x y z zz qu ch sh th ng ai ee igh oa oo ar or ur ow oi ear air ure er

12 Phase 3 things to do at home Practice the digraph sounds. Point out words that contain digraphs, can children find the digraph and tell you the sound? When reading with children stop at CVC words and encourage them to try and read it themselves by sounding out. Encourage children to attempt sentence writing, sounding out the words they are writing. When writing ask children to help you spell a word, e.g. I need to write chips on my shopping list, which sounds do I need to write? How do I write the digraph ch?

13 Keywords (irregular/tricky words) It is also vital that children are learning their key words at home. Many of these words can t be sounded out and therefore need to be learnt by memory. Key words are learnt alongside letter sounds, not after. Keyword Games Use the key word cards that are given to your child. Use your reading record to comment on how your child is doing with their key words. Possible games that can be made: puzzles, bingo, snap and pairs. Put different key words on doors of the house or on each step. When children walk through doors or go upstairs they must read the words. Play I spy with words around you, can children find the word you are looking at?

14 End of Year Expectations Children will know 44 sounds. Children will know 112 keywords. Children will be able to blend and segment CVC words. Children will be able to use these in their reading and writing.

15 Reading Records and Book Bags Each child in reception needs to bring in their book bag each day with reading record book, Reading book and their key words. Please use these at home and Read with your child regularly.

16 Websites type phonics in the search box Try the Jolly Phonics App if your have an ipad or I phone

17 Questions! Thank you for coming!