Supporting your child with phonics at home Miss

Supporting your child with phonics at home Miss Hayter and Miss Wood

Parents are a child’s first teachers.

Four Aspects to A Child’s Literacy Development • • Speaking & Listening Phonics Reading Writing • Phonics is like a code children need to “crack the code” in order to be able to read and write.

• Letters & Sounds is recommended. • Six phase teaching programme. • Letters & Sounds phases 1 -6. https: //www. education. gov. uk/publications/standard/publication. Detail/Page 1/DFES-00281 -2007

• The aim is to secure essential phonic knowledge and skills so that children progress quickly to independent reading and writing • Gives children the skills of blending for reading and segmenting for spelling… • Phonics is taught in a daily session of about 15 -20 minutes with plenty of opportunity to apply skills throughout the day

• Phonics is taught in groups and is tailored to the needs of your child. • Phonic skills are addressed across the curriculum and not taught in isolation. • Practical activities, games and outside learning are used at Fir Tree to engage and excite the children. • Opportunities to hear a wide-ranging selection of stories, poems, rhymes and non-fiction is crucial

Are we all talking the same language?

A phoneme is the smallest unit of sound in a word. A phoneme may be represented by 1, 2, 3 or 4 letters e. g. t ai igh A syllable is a word or part of a word that contains one vowel sound. Eg. hap/pen, bas/ket, let/ter, sup/per Grapheme - Letter(s) representing a phoneme. Written representation of a sound which may consist of 1 or more letters eg. the phoneme ‘s’ can be represented by the grapheme s (sun), se (mouse), c (city), sc or ce (science) Alliteration is the consonant sound at the beginning of several words in close succession.

Digraph - two letters, which make one sound • A consonant digraph contains two consonants sh ck th ll • A vowel digraph contains at least one vowel ai ee ar oy Split digraph - digraph in which the two letters are not adjacent (e. g. make) Trigraph - three letters, which make one sound igh

Oral blending - hearing a series of spoken sounds and merging them together to make a spoken word (no text is used) for example, when a teacher calls out ‘b -u-s’, the children say ‘bus’. This skill is usually taught before blending and reading printed words Blending - recognising the letter sounds in a written word, for example c-u-p, and merging or synthesising them in the order in which they are written to pronounce the word ‘cup’ Segmenting - identifying the individual sounds in a spoken word (e. g. h-i-m) and writing down or manipulating letters for each sound to form the word ‘him’

CVC refers to phonemes NOT letters Can we decide if these words are CVC?

Phase 1 (on-going) to distinguish between sounds and become familiar with rhyme, rhythm and alliteration Phase 2 (FS roughly 6 weeks) to introduce 19 grapheme-phoneme correspondences Phase 3 (FS up to 12 weeks) to teach one grapheme for each of the 44 phonemes in order to read and spell simple regular words Phase 4 (FS/Yr 1 4 -6 weeks) to read and spell words containing adjacent consonants Phase 5 (throughout Yr 1) to teach alternative pronunciations for graphemes and alternative spellings for phonemes Phase 6 (throughout Yr 2) to develop their skill and automaticity in reading and spelling

Phase 1 develops the following skills: Tuning into sounds (auditory discrimination) Listening and remembering sounds (auditory memory and sequencing) Talking about sounds (developing vocabulary and language comprehension)

Aspect 1 - Sound (environmental) discrimination *Big Ears (hand out) *Dodgems (can be adapted for higher phases) Aspect 2 - Instrument discrimination *Sound Tent *Set up a musical instrument factory. Aspect 3 - Body percussion *Long Tall Sally *Pass different clapping rhythms around a circle. Aspect 4 - Rhythm and rhyme *Crispin the Crow *Nursery Rhyme Sack / Rhyme Challenge *Silly Soup

Aspect 5 –Alliteration *Bertha the bus Aspect 6 – Voice Sounds *Trumpets *Make masks of various animals, book characters etc. Encourage children to use the appropriate sound or voice for the mask they are wearing. Aspect 7 - Oral Blending *Metal Mike *Cross the river

Children to demonstrate a game they play in school.

To introduce grapheme-phoneme correspondences • children know that words are constructed from phonemes and that phonemes are represented by graphemes • they have knowledge of a small selection of common consonants and vowels – only 19! • they blend them together in reading simple CVC words and segment them to support spelling

Action and sound. . . Multi-sensory approach Pronunciation. . . not ‘uh’ at the end soft voice Blend and segment. . . manipulate letters read words

Long oo spoon moon balloon smoothie Soft sound think thin thick thumb Short oo cook book took hook Spoken sound the that there this

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

Supporting your child in phase 2. . .

Phra eg. s ses to re illy a p nts i resent t n du stbin he word s trick said y wo rd sh oot o ut rap t o rea d trick y wo rd b ingo daily prac tise

Super power words… https: //www. youtube. com/watch? v=GTsd. Yvjs. Nx. A

Children to demonstrate a game they play in school.

To teach children one grapheme for each of the 44 phonemes in order to read and spell simple regular words. Key outcomes : • children link sounds to letters, naming and sounding the letters of the alphabet • they recognise letter shapes and say a sound for each • they hear and say sounds in the order in which they occur in the word, and read simple words by sounding out and blending the phonemes all through the word from left to right • they recognise common digraphs and read some high frequency words

Set 6: j, v, w, x Set 7: y, z, zz, qu Consonant digraphs: ch, sh, th, ng Vowel digraphs and trigraphs: ai, ee, igh, oa, oo, ar, or, ur, ow, oi, ear, air, ure, er

http: //www. bbc. co. uk/schools/wordsandpictures http: //www. bbc. co. uk/education/clips/zsw 4 d 2 p Poem Pack Ten colourful poems with animation, audio and activities featuring Daisy the snail, the toad and the goat, and friends. Toad’s Road A short story about Toad who has a new house on top of a hill but there is no road to it. There is repetition of the 'oa' phoneme, which appears on screen, and lots of other rhyming words

To teach children to read and spell words containing adjacent consonants and polysyllabic words • Teaching should focus on the skills of blending and segmenting words containing adjacent consonants • They should not be taught in word families such as spot, spin as the children will treat ‘sp’ as one unit

Children now have the ability to blend and segment therefore they are moving beyond simple cvc words to cvcc, ccvcc and cccvc black ccv c s t r o ng cccv c felt cvcc blank ccvcc

• A phonic screening check for year one to encourage schools to pursue a rigorous phonics programme • Aimed at identifying the children who need extra help are given the support • Assesses decoding skills using phonics • 40 items to be read (20 real words and 20 pseudo words)

Pencil Grip

Dough Disco

Squiggle while you wiggle!

Cursive handwriting

Learning to write

Learning to write

The Importance of a Bedtime Story

Sit close together. Don’t be afraid to use funny voices. Sharing books isn’t just about the words - point to the pictures and relate them to something your child knows. Using a puppet to act out a story can help your child to understand what's going on and learn how to pretend play. And lastly – make it fun!

Important Reading Strategies Keep it fun → look at the pictures. Walk and talk through the book before ‘reading’.

Talk about the front cover. Catch the title!

'Sound out' or 'segment and blend' using phonic knowledge.

Thank you for coming! Please take some handouts and leave a comment.