Good Afternoon Welcome to our information session on supporting - PowerPoint PPT Presentation

Good Afternoon Welcome to our information session on supporting your child with phonics and reading .

T wo quotes from ‘Reading Reflex’ by Carmen & Geoffrey McGuinness, Penguin Education, which you may find interesting! — ‘We recommend that children read aloud to an adult for at least thirty minutes each day until the age of ten, or until they have been reading well for about a year.’ — ‘If your child’s reading is not yet as good as you would like it to be, you should supervise closely when she reads aloud.’

— And I would like to add…….. please make reading to your child your highest priority until they are well into Key Stage 2, to encourage their love of books and good stories, extend their comprehension skills and to introduce them to the wealth of exciting fiction available. — A thought – how often does your child see you reading for pleasure?

Why Phonics? — Independent Review of the Teaching of Early Reading by Jim Rose in 2006 (Rose Review) — Reading by Six – how the best schools do it. (Ofsted Nov 2010) Letters and Sounds is recommended. Six phase teaching programme.

Why Phonics? — The aim is to secure essential phonics knowledge and skills so that children can progress quickly to independent reading and writing. — Reading and writing are like a code: phonics is teaching the child to crack the code. — Gives us the skills of blending for reading and segmenting for spelling.

Technical vocabulary — A phoneme is the smallest unit of sound in a word. A phoneme may be represented by 1, 2, 3 or 4 letters. Eg. t ai igh — A syllable is a word or part of a word that contains one vowel sound. E.g. hap/pen bas/ket let/ter — A grapheme is the 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 ( s un), se (mou se ), c ( c ity), sc or ce ( sc ien ce ) — Alliteration is the consonant sound at the beginning of several words in close succession.

Technical vocabulary — A digraph is two letters, which make one sound. ◦ A consonant digraph contains two consonants sh th ck ll ◦ A vowel digraph contains at least one vowel ai ee ar oy — A split digraph is a digraph in which the two letters are not adjacent (e.g. m a k e ) — A trigraph is three letters, which make one sound. E.g. igh dge

Technical vocabulary 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 . 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’ .

Summary of Phases — Phase 1 (on-going) ◦ T o distinguish between sounds and become familiar with rhyme, rhythm and alliteration. — Phase 2 T o introduce 19 grapheme-phoneme correspondences. — Phase 3 T o teach one grapheme for each of the 44 phonemes in order to spell simple regular words. — Phase 4 T o read and spell words containing adjacent consonants. — Phase 5 T o teach alternative pronunciations for graphemes and alternative spellings for phonemes. — Phase 6 T o develop their skill and automaticity in reading and writing.

Phase 1 - ongoing — T o develop language and increase vocabulary through speaking and listening activities. — T o develop phonological awareness. — T o distinguish between sounds. — T o speak clearly and audibly with confidence and control. — T o become familiar with rhyme, rhythm and alliteration. — Use sound talk to segment words into phonemes.

Phase 2 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. – use of magnetic letters!

Phase 2 Letter Progression — 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 s

Correct Articulation of phonemes is essential! Pronunciation - not ‘ uh ’ on the end – use soft voice! Video – http://www.teachfind.com/national- strategies/primary-literacy-cpd-phonics- session-video-exemplification

Phase 2 – Example Activities — Sound Buttons — Pebbles with letters on — Cutlery drawer organiser – sort objects by letters. — Nursery Rhymes — Water brushes — Writing on back/floor/wall with finger

Tricky Words — Phrases to represent the word. E.g. silly ants in dustbins – said. — Jumping up to hit the word — Stepping on the stairs — Matching pairs game — Regular practice

Phase 3 To teach children one grapheme for each of the 44 phonemes in order to read and spell simple regular words. — Naming and sounding letters of the alphabet. — Recognise letter shapes and say a sound for each — Hear and say sounds in the order in which they occur, and read simple words by sounding out and blending. — Recognise common digraphs and read some high frequency words.

Phase 4 To teach children to read and spell words containing adjacent consonants and polysylabic words. — T eaching should focus on the skills of blending and segmenting words containing adjacent consonants. b l a ck s t r o ng c c v c c c c v c f e l t b l a n k c v c c c c v c c

Phase 5 To teach children to recognise and use alternative ways of pronouncing the graphemes and spelling the phonemes already taught. Teaching the long vowel phonemes — Read and spell phonetically decodable 2/3 syllable words e.g. bleating, frogspawn, — shopkeeper. Choose the appropriate graphemes to represent phonemes when spelling words. — Recognise an increasing number of high frequency words automatically. — Spelling complex words using phonetically plausible attempts — ai a-e ay Seeing themselves as writers! —

HIGH FREQUENCY WORDS Sometimes called KEY WORDS or SIGHT VOCABULARY The first 100 words taught make up roughly 50% of ALL reading! It is possible to blend words such as it on can but they are so common that if a child sounded them out every time they came across them in their reading it would make the whole process VERY slow.

TRICKY WORDS ‘Non-decodable’ words by phase; Phase 2: to the no go I into Phase 3: he she we be me was you they are all my her Phase 4: said have like so do some come were there little one when out what Phase 5: oh their people Mr Mrs looked called asked could

The TRICK is to guide your child towards the most useful strategy when encountering unfamiliar words.

— SIGHT VOCABULARY: the way in which we read most words. With experience, and a structured programme, children build up a bank of known words. In the early days they may muddle some, eg saw/was and temporarily forget many. Regular, frequent, reading at home is the best way to secure these words.

— PHONICS: less common to adult reading, but the way in which we tackle new words. Children ‘sound out’ words, d-o-g = ‘dog’, c- ow = ‘cow’, tr-ai-n = ‘train’. Phonics forms the core of early reading programmes in schools in Britain today.

— CONTEXTURAL CLUES: The most common way in which we, as adults, tackle unfamiliar words and check for meaning. First skills for children centre on using picture clues, often in conjunction with initial phonics, eg ‘the boy has a *** car’ / ‘the boy has a r** car’, quick look at the picture, ‘the boy has a red car’. Quicker and more fluent than relying totally on phonics. Some books may appear to have more or less words than others but their difficulty for the child will depend to some extent on how well the pictures support the text.

HEARING CHILDREN READ Reading is undertaken at many times in the day, and for different purposes, — a list of equipment needed, selection of snacks, instructions for a task for instance. You may hear us refer to different kinds of reading in school. — SHARED READING: in a class group children look at an enlarged text, — follow well paced reading and join in with elements of this, eg “I’ll huff and I’ll puff…..”. Strategies for tackling words are taught and focus words and patterns are covered. This is an excellent way of extending children’s reading and teaching comprehension skills. GUIDED READING: in a small group all children have their own copy of — the same text. This is at a level to be ‘instructional’ to your child and reading is supported in introducing the book, selecting strategies to tackle new words, checking understanding as children read and refining comprehension skills, eg “what words in the text tell you the answer?” Children do not read aloud, or in unison, but learn to read quietly to themselves.