Cannon Lane Primary School. Phonics Learning Hub. Parent Workshop Thursday 23 rd November

Transcription

1 Cannon Lane Primary School Phonics Learning Hub Parent Workshop Thursday 23 rd November

2 OBJECTIVES To build knowledge of phonics and how to help at home To provide examples of strategies used to teach phonics at Cannon Lane Primary School To consider greater implications for phonics across the years

3 PHONICS AT CANNON LANE We follow the Letters and Sounds approach as outlined in Letters and Sounds Daily phonics sessions start in Reception and continue until the end of Year 2 Children in KS2 who require additional support with learning phonics receive this according to their individual needs

4 EARLY LEARNING GOAL At the end of Reception 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. Children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.

5 NATIONAL CURRICULUM - KEY STAGE 1 INTERIM FRAMEWORK Reading Read accurately most words of two or more syllables Read most words containing common suffixes Read most common exception words Read words accurately and fluently without overt sounding and blending Sound out most unfamiliar words accurately, without undue hesitation Answer questions and make some inferences about a text

6 NATIONAL CURRICULUM - KEY STAGE 1 INTERIM FRAMEWORK Writing Segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly Spelling many common exception words Spelling some words with contracted forms Adding suffixes to spell some words correctly in their writing e.g. ment, ness, ful, less, ly

7 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

8 Word recognition processes Simple view of reading + Good language comprehension, poor word recognition Good language comprehension, good word recognition - + Poor language comprehension, poor word recognition Poor language comprehension, good word recognition - Language comprehension processes

9 MODEL FOR DAILY DISCRETE TEACHING OF PHONIC SKILLS AND KNOWLEDGE REVISIT AND REVIEW Recently and previously learned grapheme-phoneme correspondences, or blending and segmenting skills as appropriate TEACH New grapheme-phoneme correspondences; skills of blending and segmenting PRACTISE New grapheme-phoneme correspondences; skills of blending and segmenting APPLY New knowledge and skills while reading/writing

10 ARTICULATION Phonemes should be articulated clearly and precisely

11 PHONIC 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, dog, mum) Tricky words- the, I, no, go, we, me, she

12 PHONEME CHALLENGE c a t

13 PHONEME CHALLENGE sh i p

14 PHONEME CHALLENGE train

15 PHONEME CHALLENGE spring

16 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.

17 LETTERS AND SOUNDS AT A GLANCE Phase 1 = Immersion Phases 2-4 = Body of Knowledge Phases 5-6 = Investigative Work

18 PHASE 1 Seven Aspects Environmental sounds Instrumental sounds Body percussion Rhythm and rhyme Alliteration Voice sounds Oral blending and segmenting

19 PHASE 1 ACTIVITIES Listening walks Hidden Instruments Rhyme Oral Blending and Segmenting

20 PHASE 2 Teach new Phonemes s a t p i n m d g o c k ck e u r h b l ll f ff ss

21 PHASE 2- Tricky words Teach tricky words to no go the I

22 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

23 PHASE 3- Tricky words Teach tricky words he she we me be was you they all are my her

24 PHASE 4 Recap all learned phonemes and graphemes Reading and spelling cvcc and ccvcc Two syllable words Tricky words said so have like come some were there little one do when out what

25 PHASE 5 Alternate pronunciation of graphemes ow cow/blow Alternate spelling for phonemes ay - day Reading and writing high-frequency words Reading and writing two and three syllable words Tricky words oh their people Mr Mrs looked called asked

26 PHASE 5 Alternate Phonemes ay oy wh a-e ou ir ph e- e ie tie ue ew i-e ea aw oe au o-e u- e

27 PHASE 6 Introducing and teaching the past tense 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

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29 How to help at home Daily reading Questions: why? how do you know? tell me more Bed time stories Model reading Puzzles Crosswords; word search; cloze procedures Libraries Websites: Phonicsplay Literacy Trust Busythings BBC Schools

30 LOVE OF READING Parents and the home environment are essential to the early teaching of reading and fostering a love of reading; children are more likely to continue to be readers in homes where books and reading are valued (Clark and Rumbold, 2006)

31 QUESTIONS?