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Join our workshop on the "simple view of reading" and learn about word recognition and language comprehension. Understand the importance of phonics and the sounds of English in reading. Get strategies and tools to help young children with reading and writing difficulties.
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The ‘simple view of reading’ • Word recognition • Language comprehension
Good language comprehension, poor word recognition + Good word recognition, good language comprehension Word Recognition - + Poor word recognition, poor language comprehension Good word recognition, poor language comprehension - Language comprehension
Phonics is... • Knowledge of the alphabetic code • Skills of segmentation and blending
The sounds of EnglishBritish spoken English is generally reckoned to use 44 sounds, or ‘phonemes’.
Pronouncing Phonemes • 1. f l m n r s sh v th z (continuous phonemes) • 2. e p t ch h (unvoiced) • 3. b d g w qu y j (voiced)
Read this and then talk to the person next to you about what it means. Маленькім дзецям знайсці чытання і пісьму цяжка. Гэта, як вы праглядаеце новы мову, які вы ніколі не бачылі раней. Літары могуць мець мала або не мае сэнсу. Сапраўды, лісты толькі формы на старонцы. This is what reading is like for young children! We need to give them strategies and tools for being able to work out what it says.
The text was Belarusian and said: Young children find reading and writing difficult. It is like you reading a new language that you have never seen before. The letters may have little or no meaning. Really, letters are just shapes on a page.
Key concepts • Sounds (phonemes) are represented by letters (graphemes)
Key concepts • A phoneme can be represented by one letter or by a group of 2 or more letters (e.g. ‘sh’, ‘igh’ ‘eigh’)
Key concepts • The same sound (phoneme) can be represented more than one way rain May lake
Key concepts • The same spelling may represent more than one sound • mean • deaf
Letter sounds and actions demonstration Please join in !!!!! http://www.slideshare.net/sockyingseng/jolly-phonics-sounds-and-actions
Phase 1 • Environmental sounds • Instrumental sounds • Body percussion • Rhythm and Rhyme • Alliteration • Voice sounds • Oral blending and segmenting
Phase 2 • Sounds are introduced in sets • 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
Key skills • Blending Merging phonemes together to read a word Sound buttons/Buried Treasure Buried Treasure Phonics Play
Phase 3 • Letter progression and graphemes continued • Set 6: j v w x • Set 7: y z zz qu • Set 8: ch sh th ng • Teach: ai ee igh oa oo ar or ur ow oi ear air ure er
Key skills • Segmenting Hearing individual phonemes within a word
Can you use the phoneme frame to work out how many sounds there are in these words?
Tricky words Children will learn a few of these in each phase. They are words that are not phonically decodeable (e.g. was, the, I) Some are ‘tricky’ to start with but will become decodeable once we have learned the harder phonemes e.g. out, there Phase 2 tricky words – I, to, the, no, go Phase 3 tricky words – he, she, you, we, me, be, was, my, they, her, all, are
Now you have the knowledge…. • Play lots of sound and listening games with your child. Use the ‘Learning through Play – Letter & Sounds’ leaflet for ideas. • Read as much as possible to and with your child. • Encourage and praise – get them to have a ‘good guess’, use sounding out (blending) and try to recognise tricky words. • Read at home for a short time every night and practise the flashcards in your child’s bag. • Remember that there are other skills your child needs to develop for reading, not just phonics. • See the bookmark for ideas of questions to ask when your child is reading.
