Phonics

1. Phonics Communication, Language and Literacy

2. Phonics is • 1 way of decoding words to help with reading. • Other methods include: • Sight recognition • Reading for meaning Phonics helps when decoding unfamiliar words and spelling, especially in early writing confidence.

3. Phonics is...

5. Pronouncing Phonemes when Blending • Cuh – ha – tuh = cat? or cuhhatuh?

6. 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) • http://www.youtube.com/watch?v=5J2Ddf_0Om8 • http://www.youtube.com/watch?v=BqhXUW_v-1s Videos showing pronunciation of sounds

7. Key Principles • Sounds/phonemes are represented by letters • A phoneme can be represented by one or more letters e.g. Sh, th, ee, etc • The same phoneme can be represented/ spelled in more than one way e.g. rain, may, lake • The same spelling may represent more than one sound e.g. mean, deaf

8. Phase 1 • Environmental sounds • Instrumental sounds • Body percussion • Rhythm and Rhyme • Alliteration • Voice sounds • Oral blending and segmenting

9. 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

10. Activity: How many words can you make? • With word cards: s a t p i n m d make as many CVC & CV words as you can.

11. Sound buttons rain bright witch laughter

12. Alien Words • Encourages blending • Games : Buried Treasure Obb and Bob Treasure Chest

13. 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

14. Can you use the phoneme frame to work out how many phonemes there are in these words?

15. Phase 4: Reading and writing words with adjacent consonants • ccvc, cvcc • Eg/ struck, frog, smell, chunk

16. Phase 5 • Alternative graphemes to represent phonemes: • ai, ou, ie, ea, oy, ir, ue, aw, wh, ph, ew, oe, au, ey, • Split digraphs: a_e, e_e, i_e, o_e, u_e • Alternative pronunciations: i, o, c, g, u, ow, ie, ea, er, a, y, ch, ou • Alternative spellings: /ai/ /c/ /ee/ /ch/ /igh/ /f/ /oa/ /m/ /oo/(y)/oo/ /n/ /ow/ /ng/ /oi/ /r//ar/ /s//ear/ /sh//air/ /v//or/ /w//ur/ /e//er/ /i//ure/ /o//zh/ /u/

17. Spelling Tricky Words • There are several ways of learning tricky spellings. • Look, say, cover, write, check – write the letters in the air to check spellings • Say it as it sounds e.g. Monday is said M- on-day • Mnemonics – where the initial letter of each word gives it’s correct spelling e.g. Laugh= Laugh At Ugly Goats Hair.

18. Handwriting • Lower-case letters with correct use of capital letters • Build up muscle tone in fingers • Large scale movements • Letter formation

19. How can you help at home? • Most important thing – From a very early age… • Talking and Listening. • Reading with and to your child • Playing listening games • Singing songs and rhymes • Simple movement games All these things will help to build up connections in the brain, an enjoyment of language and confidence to try things out.

20. PHONICS • Correct pronunciation • Correct vocabulary • We all need to use the same language at home and at school. • Little and often is the key. Does not have to be formal. • Link it to your child’s interests.

21. Play lots of sound and listening games with your child. • Read as much as possible to and with your child. • Encourage and praise – get them to have a ‘good guess’. • Ask your child’s teacher if you want to know more.

22. Parent Volunteers • We are always looking for new and existing parents to become more involved with the school. • Many trips, events and cultural occasions would be impossible without the help of our parents. • We always need readers, volunteers to help in classrooms, assistance for school trips and much much more. • To get involved a CRB check is required – forms can be collected tonight or from the school office.