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Phonics Workshop

Phonics Workshop. “Teach us to read and write and teach us well so we grow up to be the best we can at whatever we wish to do.” The UN Convention on the Rights of the Child. Thursday 28 th January 2016. How do we read?.

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Phonics Workshop

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  1. Phonics Workshop “Teach us to read and write and teach us well so we grow up to be the best we can at whatever we wish to do.” The UN Convention on the Rights of the Child Thursday 28th January 2016

  2. How do we read? Mr Gumpy owned a boat and his house was by the river. One day Mr Gumpy went out in his boat. “May we come with you?” said the children. “Yes,” said Mr Gumpy, “if you don’t squabble.” Mr Gumpy’s Outing

  3. How do we read? This gallimaufry is multitudinously gargantuan, puissantly capacious and ineffably Junoesque and in consequence of such Protean tribulations and in such psychotic contravention of stereotypical hygiene, there exists the infinitesimal exiguity of a satisfactory resolution to this cataclysmic dilemma. Cat in the Hat (modified)

  4. How do we teach phonics?

  5. When do we cover the steps? Reception Covers Steps 1, 2, 3 and 4 Year 1 Covers Steps 5, 6, 7, 8 and 9

  6. Letters and Sounds Steps One and Two

  7. Step One aspects • Environmental sounds • Instrumental sounds • Body percussion • Rhythm and rhyme • Alliteration • Voice sounds • Oral blending and segmenting

  8. Step One was designed to help children to: • Listen attentively • Enlarge vocabulary • Speak confidently • Discriminate phonemes • Reproduce audibly the phonemes they hear

  9. Phonics Steps 2 and 3 Reception

  10. Step 2 • Is the start of systematic phonic work. • Begins the understanding of grapheme- phoneme correspondence. • Understand that words are constructed from phonemes and that phonemes are represented by graphemes.

  11. What is a phoneme? A phoneme is a unit of sound. c a t . . .

  12. What is a grapheme? A grapheme is how a sound is represented in writing.

  13. SEGMENTING Breaking down words for spelling. cat

  14. Phonemes • A Phoneme is the smallest unit of sound in a word. Pronouncing the phonemes correctly is very important. eg the letter s is pronounced sssss and not suh. We all need to use the same language at home and at school.

  15. Next steps … • Children then begin to blend for reading. • Starting with simple VC (vowel consonant) words e.g at, it, is • and then to CVC (consonant vowel consonant) words. E.g dog, cat, man

  16. BLENDING Recognise and say the letter sounds in a written word, for example: s-a-t by merging or ‘blending’ them in the order in which they are written to pronounce the word ‘sat’.

  17. Step 3 • Completes the teaching of the alphabet and children move onto sounds represented by more than 1 letter. • DIGRAPHS – 2 letters that make 1 sound ll ss zz oa ai • TRIGRAPHS – 3 letters that make 1 sound igh air

  18. Step 3 phonemes

  19. Digraphs and Trigraphs There are 42 phonemes to teach in total~ Some of these are made up of more than one letter. ai as in rain oa as in boat sh as in shop

  20. Phonic Videos and pictures

  21. Phonic Videos and pictures Rainbow sentences Bingo Phoneme Frames and phonic cubes

  22. Segmenting Activity • How many phonemes in each word? shelf f sh- e- l- 4 phonemes dress 4 phonemes d- r- e- ss 6 phonemes sprint s- p- r- i- n- t 5 phonemes s- t- r- i- ng string

  23. Word Wall Words • It is really important your child starts to read words by sight. • Word wall words can be used as: • Flashcards • Making up silly sentences • Rhyming pairs

  24. SIGHT WORDS • Words that are not phonically decodable. • e.g. was, the, I. • Some are ‘tricky’ to start with but will become decodable once we have learned the harder phonemes. • e.g. out, there.

  25. SIGHT WORDS

  26. Sight words He was going to the park. I think you are right. The sun is hot.

  27. Steps 4 and Steps 5

  28. Step 4 • In Step 4, no new graphemes are introduced. The main aim of this phase is to consolidate the children's knowledge and to help them learn to read and spell words which have adjacent consonants, such as trap, string and milk. • Step 4 is generally started at the beginning of Year 1, but may sometimes be covered at the end of YR then recapped at the start of Y1.

  29. Step 3 and 4 Sight words During Step 2,3 and 4 the following sight words (which can't yet be decoded) are introduced: were there little one when out what said have like so do some come

  30. Now you have the knowledge…. • Play lots of sound and listening games with your child. For Example… • I spy. • Use the sound boxes school provides to make words (real and nonsense ones) sounding them out. • Make duplicate sounds and play pairs… matching games. • Stick sounds on items that start with that letter sound. • At home, on car journeys, outings ask children to find as many things they can that start with a sound chosen. • Let them hear sounds… sound talk to them. “Fetch me your c-oa-t”! • Read as much as possible to and with your child. • Encourage and praise – get them to have a ‘good guess’. • Ask if you want to know more. • Make it fun and in short, sharp bursts!

  31. Segmenting

  32. Blending

  33. RESOURCES http://www.phonicsplay.co.uk

  34. “The more that you read, the more things you will know. The more that you learn, the more places you’ll go.” Dr Seuss, author of The Cat in the Hat

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