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Phonics for Parents. Why phonics?. Not the only way, but the most effective way for most children to learn to read Breaks it down into learnable chunks Systematic. Rose Review of Early Reading 2006 Found that: Speaking and listening skills are essential as a basis for reading and writing

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Presentation Transcript
why phonics
Why phonics?
  • Not the only way, but the most effective way for most children to learn to read
  • Breaks it down into learnable chunks
  • Systematic
slide3
Rose Review of Early Reading 2006

Found that:

  • Speaking and listening skills are essential as a basis for reading and writing
  • Children learn best in a broad and rich language environment

Recommended that:

  • Systematic discrete phonic work to teach accurate and fluent reading
  • Using phonics for spelling
how do we read a word we don t know
How do we read a word we don’t know?

Antejentacular

  • Break it down
  • Sound it out
  • Use spelling patterns e.g. ‘ante’

(It means before breakfast!)

phonemes and graphemes
Phonemes and Graphemes
  • Phonemes – sounds

44 phonemes in the English language we learn the pure sounds (listen to the sounds on the next page)

  • Graphemes – the letters representing each sound e.g. c ai igh

We start by learning one way of writing each sound

slide7
Blending

c-u-p

‘blend’ them in the order in which they are written to pronounce the word ‘cup’

slide9
Segmenting
  • ‘Chopping Up’ the word to spell it out
  • The opposite of blending
once children are good with single phonemes
Once children are good with single phonemes…
  • digraphs – 2 letters that make one sound

ll ss zz oa ai

  • trigraphs – 3 letters that make one sound

igh dge

We use sound buttons to show the phonemes more clearly:

f igh t

segmenting activity
Segmenting Activity
  • How many sound buttons would you need for these words?
  • shelf
  • thick
  • sprint
did you get it right
Did you get it right?
  • shelf = sh – e – l – f = 4 phonemes
  • dress = th - i - ck = 3 phonemes
  • sprint = s – p – r – i – n – t = 6 phonemes
tricky words
Tricky words
  • Words that are not phonically decodeable

e.g. was, the, I, said

  • Some are ‘tricky’ to start with but can be decoded once we have learned the harder phonemes e.g. we

Each year group has a list of tricky words to learn

letters and sounds
Letters and Sounds
  • Systematic daily phonics lessons
  • Keep practicing what we have learnt
  • Use what we have learnt in reading and writing
  • Multisensory – songs, actions, movements
  • Throughout KS1 and beyond
keep on speaking and listening
Keep on Speaking and Listening
  • Explaining what you are doing
  • Listening to their thoughts
  • Modelling not correcting
  • Singing and saying rhymes
  • Sharing books
  • Retelling stories
reading
Reading
  • Little and often
  • Daily if possible – a few minutes
  • Also continue reading to your child regularly.
writing
Writing
  • Let them use as many sounds as they can hear

gl

gdeeloks

once you have a grapheme for each sound
Once you have a grapheme for each sound...

...You can have a go at anything!

‘sparkling, glitering, fierwirk!’

‘antee dis establishment air ee anism’

useful websites
Useful websites
  • www.bbc.co.uk/schools/parents
  • www.jollylearning.co.uk/
  • http://www.mrthornedoesphonics.com/
  • http://www.starfall.com/n/levela/learn-to-read/play.htm?f