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  1. Phonics

  2. The way that spelling and reading is taught in schools has changed recently as a result of the Jim Rose report. It is now a requirement that reception children are taught 20 minutes of letters and sounds per day.

  3. Letters and Sounds • Daily • 20 minutes high quality phonics provision. • Multisensory approach 4 phase approach: • revisit and review, • teach, • practise • apply

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

  5. Phonics skills: • Blendingphonemes into words for reading. • Segmentingwords into phonemes for spelling.

  6. Blending (for reading) Recognising the individual letter sounds (phonemes) in a written word, sh-ee-p. Merging them into the correct order to pronounce the word mug and sheep.

  7. 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

  8. Enunciation • Teaching phonics requires a technical skill in enunciation. • Phonemes (sounds) should be articulated clearly and precisely. •

  9. The children are learning each letter by its phoneme, not its name. This helps when blending words to read. The letters are not introduced in alphabetical order. The first group (s, a , t, i, p, n) has been chosen because they make more simple three letter words than any others.

  10. Letter sets (Phase 2 up to 6wks ) • 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,

  11. Phase 3 (Reception up to 12wks ) • Knowing one grapheme for each of the 43 phonemes. • Set 6 - j, v, w, x • Set 7 - y, z, zz, qu ch, sh, th, ng ear, air, ure, er, ar, or, ur, ow, oi, ai, ee, igh, oa, oo

  12. How do we organise it? • The children always work within the phase that is appropriate to their level of learning. • They are assessed regularly. • Children who are secure in a phase will be confidently using the phonemes and high frequency words in their reading and writing.

  13. A grapheme These are the letters that represent the phoneme. The grapheme could be 1 letter, 2 letters or more! We use phoneme frames and sound buttons to help us explain this to the children.

  14. Grapheme Key Vocabulary: • • • •

  15. Phoneme Frames

  16. Put the sound buttons underthese words crawl jumper broom foil slight toast speed crayon

  17. Put the sound buttons underthese words crawl jumper broom foil slight toast speed crayon

  18. Useful resources to have at home: • Magnetic letters • Chalk and a chalk board • Paper and pens • Phoneme pots • Useful websites: • •

  19. Expectations: • Enjoys rhyming and rhythmic activities. • Shows awareness of rhyme and alliteration. • Listens to and joins in with stories and poems, one-to-one and also in small groups. • Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories. • Continues a rhyming string. • Hears and says the initial sound in words. • Can segment the sounds in simple words and blend them together and knows which letters represent some of them. • Links sounds to letters, naming and sounding the letters of the alphabet. • Begins to read words and simple sentences. ELG (end of year) 1. Children read and understand simple sentences. 2. They use phonic knowledge to decode regular words and read them aloud accurately. 3. They also read some common irregular words.

  20. Learning Journey: WW Wow slips

  21. Your task! Grab some post its! Find your child Read a book together or share an activity Write an observation Please remember Post its need: • Your child’s name and the date. • Please initial it at the bottom to show who carried out the observation.