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Letters and Sounds

Information for Parents 27/9/12. Letters and Sounds. It is now a requirement that reception children are taught 20 mins of letters and sounds per day. It is recommended that Year 1 and 2 children also receive 20mins per day. Phonics at a glance. Phonics is….

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Letters and Sounds

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  1. Information for Parents 27/9/12 Letters and Sounds

  2. It is now a requirement that reception children are taught 20 mins of letters and sounds per day. It is recommended that Year 1 and 2 children also receive 20mins per day.

  3. Phonics at a glance Phonics is… Skills of segmentation and blending Knowledge of the alphabetic code.

  4. Phonics Consists of: • Identifying sounds in spoken words • Recognising the common spellings of each phoneme. • Blending phonemes into words for reading. • Segmenting words into phonemes for spelling.

  5. The ‘Letters and Sounds’ document is split into 6 distinct phases. In F1/F2 we use jolly jingles to support our Letters & Sounds teaching. Each phoneme/grapheme has a song and an action. The Phases Explained

  6. Phase 1 (F1) * Showing an awareness of rhyme and alliteration. * Distinguishing between sounds in the environment and phonemes. * Exploring and experimenting with sounds and words. * Discriminating speech sounds in words. * Beginning to orally blend and segment phonemes.

  7. Phase 2 (F2) • Using common consonants and vowels. • Blending for reading and segmenting for spelling simple cvc words. • Understanding that words are constructed from phonemes and that phonemes are represented by graphemes.

  8. Letter sets (phase 2) Set 1 - s, a, t, p, Set 2 - l, n, m, d, Set 3 - g, o, c, k, Set 4 - ck, e, u, r, Set 5 - h, b, f, ff, l, ll, ss, Enunciation is important!

  9. Phase 3 (F2) • Knowing one grapheme for each of the 42 phonemes. • There are 42 phonemes in the English language! • Reading and spelling a wide range of cvc words

  10. Graphemes: ear, air, er, ar, or, ur, ow, oi, ai, ee, igh, oa, oo Consonant digraphs: ch, sh, th, ng. Letter Progression: Set 6 - j, v, w, x Set 7 - y, z, zz, qu

  11. Phase 4 (F2/Year 1) • This is a consolidation unit. There are no new graphemes to learn. Reading and spelling of tricky words continues. • Segmenting adjacent consonants in words and applying this in spelling. E.g • Blending adjacent consonants in words and applying this skill when reading unfamiliar texts. E.g frog

  12. Tricky Words In addition to this, each week the children learn ‘tricky’ spelling words (those that are not spelt phonetically). E.g. I, to, go, no, the, into

  13. The children always work within the phase that is appropriate to their level of learning. They are assessed regularly and groupings are sorted accordingly. Therefore the suggested model of year group and corresponding phase, does not always go hand in hand with the year group that your child is actually in.

  14. Some Definitions A Phoneme This is the smallest unit of sound in a word. How many phonemes can you hear in cat? Sheep?

  15. A grapheme These are the letters that represent the phoneme. The grapheme could be 1 letter, 2 letters or more! We refer to these as sound buttons. t ai igh

  16. Put the sound buttons under these words

  17. This is where it gets tricky! • Phonemes are represented by graphemes. • A grapheme can consist of 1, 2 or more letters. • A phoneme can be represented/spelled in more than one way ( cat, kennel, choir) • The same grapheme may represent more than one phoneme ( me, met)

  18. A phoneme you hear • A grapheme you see A word always has the same number of phonemes and graphemes!

  19. 2 letters making one sound ( ai, ee, oo) 3 letters making one sound ( igh , dge ) Grapheme Key Vocabulary • Digraph • Trigraph

  20. Blending (for reading) • Recognising the letter sounds in a written word e.g c-u-p sh-ee-p. • Merging them into the correct order to pronounce the word cup and sheep.

  21. Segmenting (for spelling) • Identifying the individual sounds in a spoken word (e.g. h-i-m , s-t-or-k) and writing down letters for each sound (phoneme) to form the word him and stork. • We use our robot arms to help us to segment the words we want to write.

  22. Letter formation. • We encourage children to grip their pencil • using their froggy legs.

  23. Resources & Activities • Sound fans • Magnetic letters • Phoneme frames • Whiteboard and pens • What’s in the box • Buried treasure • Captions and pictures • IWB games

  24. Where Can I Go To Find Out More? www.nationalstrategies.standards.dcsf.gov.uk/node/84969 Here are the phases.

  25. Useful web sites • www.lettersandsounds.co.uk • www.bbc.co.uk/schools/websites/4_11/site/literacy.shtml • www.ictgames.com/literacy.html

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