Phonics Chawson First School October 2013

1. Phonics Chawson First School October 2013

2. Aims • to become familiar with the phonics teaching at school • Some ideas on how you can support your child at home

3. Foundation Stage Profile The Foundation Stage Profile (FSP) is split up into 7 prime areas: • Communication and Language(CL) • Physical Development (PD) • Personal, Social and Emotional (PSE) • Literacy (L) • Mathematics (M) • Understanding of the World (UOW) • Expressive arts and design(EAD)

4. Letters and Sounds There are 6 phases which span Reception to end of Year 2. By then most children will be confident readers and writers. There will be daily whole class activities in Reception alongside small group work

5. Before the children joined us Phase 1 -paves the way for systematic phonics Activities that are planned help children listen and distinguish between sounds and hear the sounds in words.

6. Important words that your children will be using phoneme - ‘sound’ grapheme – the way you write the sound digraph- A combination of two graphemes (letters) representing one phoneme (sound) e.g. sh/ch trigraph- a combination of three letters representing one phoneme e.g. igh/ear segment – split the word into its sounds to spell it blend – say all the sounds in a word quickly to read the word

7. Sound talk Many of the children will have used sound talk in Pre school and it is still very important. Often the children will use robot arms too. d/o/g sh/e/ll t/or/ch All oral ! No letters !

8. You could ... play I spy... ‘I spy a p-e-g – peg’ ‘I spy a c-u-p – cup’ ‘Where’s your other s-o-ck – sock?’

9. In Year R children will learn which letter/letters make a sound. Jolly phonics is used to give actions. They will bring home a sheet each time they learn a new phoneme and grapheme. At the end of Year R children will have learnt one way of writing each sound.

10. Important to learn that letters have names as well as sounds!

11. Remember to use the correct sound... or http://www.oxfordowl.co.uk/Question/Index/3 (scroll down to the ‘say the sounds’ section)

12. Ideas to help at home • magnetic letters • whiteboards • write (use ‘small’ letters) with your child • read with your child

13. Tricky words Words that have bits that you can not sound out! I no the said was have You could help your child learn to read them by making up a matching pairs game or playing tricky word bingo!

14. Modelled writing • Modelled writing each day • A guided writing session each week • Cursive handwriting-starting each letter from the line • Handwriting sessions • Let’s write a sentence together!

15. How do we assess? The Government changed the assessment and reporting procedures for Early Years last year.- We are using the document ‘DEVELOPMENT MATTERS’. -We will monitor progress against these age bands:30-50mths 40-60mths and then the ELG within this document.- During the year we will monitor, through; Child initiated play, focused group activities and whole class teaching.- In learning journeys you will be able to see your child’s progress.

16. Using phonics to read Reading books with no words New phonic home readers Use Oxford Reading Tree alongside new phonic home readers Reading record cards Change books twice a week

17. Continue to support by • finding time to talk together • listening for sounds • singing and making music • hearing rhyming words • reading books • learning nursery rhymes and sharing poems together

18. Websites that you might find useful http://www.oxfordowl.co.uk/ http://www.starfall.com http://www.sebastianswan.org.uk http://www.bbc.co.uk/cbeebies/stories http://www.bbc.co.uk/schools/magickey http://www.bbc.co.uk/schools/wordsandpictures For ‘sound’ mats http://www.twinkl.co.uk http://displays.tpet.co.uk

19. Last thoughts... Have fun! Ask staff if you have any questions at any time.