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Teaching Phonics RWI

Teaching Phonics RWI. Park Hall Infant Academy November 2012. 7 Summary and Conclusions

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Teaching Phonics RWI

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  1. Teaching PhonicsRWI Park Hall Infant Academy November 2012

  2. 7 Summary and Conclusions The contribution to inclusive deep-inelastic electron-proton scattering (DIS) of events, in which a region of pseudo-rapidity adjacent to the proton remnant direction is devoid of hadronic energy and which is not described in the framework of our present partonic understanding of DIS, has been evaluated in the form of a "diffractive structure function" F2 (/?, Q2,Xf). The dependence of F2 on xp, which may be interpreted as the fraction (xp/p) of the 4-momentum carried by the colourless component of the proton with which the electron interacts, is measured to be Xp? with n = 1.19 ± G.06(stat.) ± 0.07(syst.). This dependence is found to be universal, irrespective of the deep-inelastic scattering variables (3 and Q'2.

  3. Questions: What is the contribution of the deep –inelastic electron-proton scattering? Can you tell me what has been evaluated as a ‘diffractive structure function’? Which term corresponds to the cross section for the interaction with the electron?

  4. Agenda For This Workshop

  5. Letters and Sounds Aspect 1: General sound discrimination- environmental sounds Aspect 2: General sound discrimination-instrumental sounds Aspect 3: General sound discrimination-body percussion Aspect 4: Rhythm and rhyme Aspect 5: Alliteration Aspect 6:Voice sounds Aspect 7: Oral blending and segmenting

  6. How can you help? Listen to your child to encourage talking- without too many interruptions. Model good listening- make eye contact/comment on what’s being said. Model good spoken language. READ every night-the more words your child knows the better for the future.

  7. Phase Two RML

  8. phonics • A phoneme is an individual sound (E.g. e a shth) • There are 44 sounds • Each written letter represents a sound • Children need to recognise the sound linked to each letter so that they can read and consequently spell

  9. How does the programme work? • Children learn to read and write sounds in order • Initial assessments on entry show which sounds the children do and don’t know – this decides where they begin on the programme. • Move through sounds in their groups. • Quick additional support provided if some sounds are tricky.

  10. Please do not worry if your child moves groups during their Reception year. This happens quite frequently and is perfectly normal at that age.

  11. What do lessons involve? • Daily emphasis on the 44 key sounds • DON’T USE LETTER NAMES • (at this stage) • Emphasis on pure sounds

  12. m a s d t i n p g o c k u b f e l h sh r j v y w th z chqu x ngnk

  13. ay eeighowooooar or air irouoy

  14. Progression • Sounds • Ditties • Real Books • Both ditties and books have a strong focus on the sound being taught. • Children will read them at school and then bring them home to celebrate their success with you.

  15. Fred Fingers

  16. A ditty to share”

  17. Green Words • These can be spoken in “Fred Talk” because they sound like they are spelt. • Red Words • These cannot be sounded out. The children have to learn them by sight.

  18. What you can do to help your child. • Celebrate ditties and books-and then PLEASE return the books back to school. • Other reading books, please follow the requests in the reading record book. • Share books with your child daily, even if you do not have one from school. • Talk to your child all the time and ask them questions.

  19. Year 1 Phonics Check Every child in year 1 will take part in the phonics screening check in June. Why are the children being screened? The phonics check is an assessment of the phonics skills of pupils at the end of year 1. It assesses their ability to break down and blend words. It is not a reading test, it is a decoding test.

  20. What will the children be expected to do? • The check is very similar to tasks the children already complete during RML lessons. • Children will be asked to ‘sound out’ a word and blend the sounds together eg, cheese, light. • The focus of the check is to see which sounds the children know and therefore the children will be asked to read made up ‘nonsense’ words.

  21. Writing • Make sure your child is holding their pencil correctly. • Make sure that you are modelling good letter formation - very important for later cursive writing.

  22. Thank you for your continued support. M.Lalli November 2012

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