I take it you already know Of tough and bough and cough and dough? Others may stumble but not you, On hiccough, thorough, laugh and through.

Transcription

1 Fun with Phonics

2 Aims of the workshop To familiarise parents with Letters and Sounds. Provide strategies to help parents to support their children at home. Share some strategies for teaching phonics in an fun and engaging way.

3 I take it you already know Of tough and bough and cough and dough? Others may stumble but not you, On hiccough, thorough, laugh and through. Well done! And now you wish perhaps, To learn of less familiar traps?

4 Beware of heard, a dreadful word That looks like beard and sounds like bird, And dead: it s said like bed, not bead - For goodness sake don t call it deed! Watch out for meat and great and threat (They rhyme with suite and straight and debt).

5 A moth is not a moth in mother Nor both in bother, broth in brother, And here is not a match for there Nor dear and fear for bear and pear, And then there s dose in rose and lose - Just look them up - and goose and choose, And cork and work and card and ward, And do and go and thwart and cart - Come, come I ve hardly made a start! A dreadful language? Man alive. I d mastered it when I was five.

6 Introduction Children learn a great deal from other people. As parents and carers, you are your child s first teachers. You have a powerful influence on your child s early learning.

7 The spoken language From a very early age, children develop an awareness of the different sounds in our spoken language(s). They learn how to use their voices: to make contact with you to let you know what they need to show how they are feeling As parents and carers, you best understand your child s communications; you are key in helping them to develop their speaking and listening skills.

8 How can you help? Provide your child with lots of different opportunities to speak and listen with others: Preparing meals Tidying up Putting shopping away Getting ready to go out Switch off the TV, radio and mobile phones Show you are interested in their conversation Read stories Use puppets and toys

9 The importance of speech sounds As children grow older, they will begin to understand the different sounds in languages, and join in with stories, songs, rhymes by clapping, stamping and skipping. This is an important stage, as the ears are beginning to tune into the important sounds they can hear, and discriminate. Over time, your child will begin to distinguish between different speech sounds (phonemes), and they will match sounds to letters (graphemes). This is called phonic knowledge.

10 In school, we follow the Letters and Sounds programme. Letters and Sounds is a phonics resource published by the Department for Education and Skills which consists of six phases.

11 Phase 1 Your child will be learning to: Have fun with sounds Listen carefully Develop their vocabulary Speak confidently to you, other adults and children Tune into sounds Listen and remember sounds Talk about sounds Understand that spoken words are made up of different sounds

12 Phase 1 is made up of 7 different areas: Environmental sounds Instrumental sounds Body percussion Rhythm and rhyme Alliteration (words that begin with the same sound) Voice sounds Oral blending and segmenting

13 Phase 2 This is begun in the Reception year Children begin to formally learn the sounds in the English language Phonics sessions are fun sessions involving lots of speaking, listening and games

14 Phase 2 Set 1: s, a, t, p Set 2: i, n, m, d Set 3: g, o, c, k Set 4: ck, e, u, r Set 5: h, b, f, ff, l, ll, ss

15 Not all children will learn at the same rate! Your child should be supported whatever their rate of learning. There is a very close link between difficulty with phonics and hearing, so if your child is making progress more slowly than expected, it is worth having their hearing checked.

16 Sound talk The separate sounds (phonemes) are spoken aloud, in order, all through the word, and are then merged together into the whole word. The merging is called blending, and is a vital skill for reading. Eg: c-a-t = cat

17 Sound talk Children will also learn to do this the other way round. Eg: cat = c-a-t The whole word is spoken aloud and then broken up into its sounds (phonemes) in order, through the word. This is called segmenting, and is a vital skill for spelling.

18 Breaking down words for spelling. SEGMENTING cat c a t

19 SEGMENTING Queen qu ee n

20 Building words from phonemes to read. BLENDING c a t cat

21 BLENDING Qu ee n queen

22 Learning the phonemes Children will learn the phonemes (sounds) for a number of letters (graphemes) They will also learn that some phonemes are made up of more than one letter, eg: /ll/ as in b-e-ll We use actions to help to remember the phonemes

23 Articulation of Phonemes

24 Start cat man bun

25 Saying the sounds Your child will be taught how to pronounce the sounds (phonemes) correctly to make blending easier. Sounds should be sustained where possible (eg, sss, mmm, fff). If not, uh sounds after consonants should be reduced where possible (eg, try to avoid saying b-uh, c-uh ).

26 VC and CVC words C = consonant, V = vowel VC words are those consisting of a vowel and then a consonant, eg: at, in, up CVC words follow the pattern consonant, vowel, consonant, eg: cat, dog, pet Words such as tick or bell also count as CVC words; although they contain four letters, they only have three sounds

27 Making words Now the children will be seeing letters and words, as well as hearing them They will be shown how to make whole words by: pushing magnetic letters together to form little words Reading little words on the board Breaking up words into individual sounds

28 Tricky words Your child will also learn several tricky words; those that cannot be sounded out Eg: the, to, I, go, no

29 Phase 3 Read more tricky words and begin to spell some of them Read and write words in phrases and sentences

30 Set 6: j, v, w, x Set 7: y, z, zz, qu Phase 3 Consonant digraphs: ch, sh, th, ng Vowel digraphs: ai, ee, igh, oa, oo, ar, or, ur, ow, oi, ear, air, ure, er

31 sh digraph story

32 How can you help? Sing an alphabet song together Play I spy Continue to play with magnetic letters, using some twographeme (letter) combinations, eg: r-ai-n = rain blending for reading rain = r-ai-n segmenting for spelling Praise your child for trying out words Ask for a list of tricky words Create phonic games with a timer Play pairs

33 Don t worry if they get some wrong! These sounds and words are hard to remember and need plenty of practice.

34 Phase 4 This phase consolidates all the children have learnt in the previous phases.

35 TEACH COUNTING PHONEMES 3 3 4

36 A SEGMENTING ACTIVITY t e n t

37 Phase 5 Children will be taught new graphemes and alternative pronunciations for these graphemes. Vowel digraphs: wh, ph, ay, ou, ie, ea, oy, ir, ue, aw, ew, oe, au Split digraphs: a_e, e_e, i_e, o_e, u_e

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39 Phase 6 The focus is on learning spelling rules for example suffixes. -s -es -ing -ed -er -est -y -en -ful -ly -ment -ness

40 Phase 6 To develop their skill and independence in reading and spelling. Creating ever increasing capacity to read for meaning Yr 2 on their way to be fluent readers. Ensure blending Complete familiarity with graphemes of two or more letters. Check medial vowels. Past tense Reading aloud and silently to themselves.

41 What does a phonics lesson look like? Revisit/review Flashcards to practice phonemes learnt so far. HFWs & Tricky words Teach Teach new phoneme air Practice Apply Buried treasure Air, zair, fair, hair, lair, pair, vair, sair, thair Read captions: The goat had a long beard. The quack was right in his ear.

42 Year 1 Phonics Test

43 Resources rates/index.html atterns/index.html

44 Remember You are your child s first teacher Be prepared to have a go. Learn together Have fun with sounds

45 Any Questions?

46 ard_games

47 Terminology Phoneme the smallest single identifiable sound, e.g. the letters 'sh' represent just one sound, but 'sp' represents two (/s/ and /p/) Segmenting to split up a word into its individual phonemes in order to spell it, e.g. the word 'cat' has three phonemes: /c/, /a/, /t/ blending to draw individual sounds together to pronounce a word, e.g. s-n-a-p, blended together, reads snap Digraph two letters making one sound, e.g. sh, ch, th, ph. Trigraph when three letters make one sound, e.g. igh Split digraph two letters, split, making one sound, e.g. a-e as in make or i-e in site

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