Te Teaching ching ch children dren to o re read d and nd wri - PowerPoint PPT Presentation

Te Teaching ching ch children dren to o re read d and nd wri rite te thr hrough ough Ph Phon onics ics th Oc 15 15 th October ober 2018 018

Just take a few moments to read this… humpty dumpty sat on the wall humpty dumpty ran to the hall

What’s the problem? humpty dumpty sat on the wall humpty dumpty ran to the hall

What is Phonics?  Te Teaches hes children ildren the alphabet habetic ic code e to be able e to read d and write ite words.. rds..  Th The English ish langua uage ge is is extremely remely comple plex x so we have ve to teach ch it it in in a carefu ful l way y that at buil ilds ds on what at yo your child ild knows ws so they y devel elop p confid idence nce.  Children need to be taught ‘phonics’ to access s the English ish alpha phabet bet code. e. Th This is giv ives s them the e skil ills ls to become e confident ident reade ders rs and write iters. rs.

At St. Philip’s we teach children to read and write using ing the Letter ers s and d So Sounds nds phonics nics progr gramme. mme. This is is a statutory ry document ent produced uced by the DFE. We use Jolly ly Phonics ics to supple pplement ment and suppo port rt Letters rs and Sounds. s. Sy System ematic, atic, synthetic hetic phonics nics

Jolly Phonics in the correct order

Here at St. Philip’s: Every day the children have a 25 minute phonics session It is very fast paced and multi sensory approach Lessons also encompass a range of games, songs and rhymes

Th The e alpha lphabetic betic cod ode  How many letters (graphemes) in the alphabet? 26  How many speech sounds (phonemes) make up the English language? 44

mmmmmmm mmmmmmm no not t muh muh ssssss ssssssss ssssssss sss not ot suh nnnnnnnnnn nnnnnnnn not nuh

How to say the sounds…  Pronouncing the phonemes correctly is very important in phonics.  Please encourage your child to use the correct sounds in their reading and writing with you at home, as we will in class. http://queenemmaschool.org.uk/year- groups/reception/Phonemes http://vimeo.com/60953059

Let etters ers an and So Sound nds s Ove vervi rview ew Phase6/SFS Phase 5 Phase 4 Phase 3 Phase 2

Envir vironment nmental al sounds • Instru rumental ental sound nds • Body percus rcussi sion • Rhythm hm and rhyme me • Alli liter erati ation n (word rds s that • begin in with h the same sound) Voice e sound nds • Oral al blend endin ing and • segmenti enting ng

Speaki king ng and Lis iste teni ning g are the foundati ndations ons for readi ding ng and writ itin ing. g. • To To be able e to lis iste ten n to sounds ds around nd them m (the he environm ironmen ent, t, music ical al in instrument ruments, , body dy sounds ds – clappi pping ng etc.) .) • Co Copy and repeat at a r rhythm ythm • Hear r and id identi ntify fy words rds that at rhym yme e (cat, t, mat, sat) • Hear r sounds nds at the begin innin ning g of words rds • orally lly blend end and segment nt words ds in in to their eir in indivi ividual dual sounds ds

have fun with sound nds • list sten n carefu fully lly • develop lop their r vocabulary ulary • speak confi fidently ntly to y you, other r adult lts s • and other chil ildre ren tune into sounds • list sten n and remembe mber r sound nds • talk about ut sound nds • under erstand tand that spoken n words are made • up of d differe rent nt sounds. s.

Oral Blendi ending ng and segmenting ting  Ju Just st object bjects s and d pictures ctures  No lette ters rs I spy…….

Blend nding ing – a vit ital al skil ill for readin ding The separate te sounds s of the word are spoken aloud, , in order and are then merged d togeth ther er into the whole word. This merging g together her is called blending. g. E.g. . c-a-t makes cat Your child ild learns s to  recogn ognise ise 1 of the letters/ s/ spelli llings gs of the 44 soun unds ds (pho honeme mes) ) and d say y them m and d then put them m toge gethe ther in words ds to help p them m read. d. c a t

Blen ending ding Your child learns to recognise 1 of the letters/ spellings of the 44 sounds (phonemes) and say them and then put them together in words to help them read. l igh t

Bl Blen ending ding Your child learns to recognise 1 of the spellings of the 44 sounds (phonemes) and say them and then put them together in words to help them read . c oa t

Bl Blen ending ding Your child learns to recognise 1 of the letters/ spellings of the 44 sounds (phonemes) and say them and then put them together in words to help them read. r ai n

Segmenting Your child learns to recognise the 44 sounds (phonemes)say them and write them. They break up words into their individual sounds to help them write. Your child wants to write the word rain. They say the whole word aloud ‘rain’ and then break up the word (segment) into the individual sounds within the word ‘r – ai – n’ and they write it. rai ain

Phase 2  Start rt of syste tematic tic phonic onic work. k.  Introdu roduction ction of graphe apheme – phonem honeme.  Corresp responden ondence ce, tau augh ght t usin ing Jolly ly Ph Phonics onics action ons. s.  Chil ildren dren learn arn to pronounce onounce the e sounds nds them emse selve lves s in resp spons onse to letters. tters.  They ey then en begin gin blen endin ding them em to start t reading ing simp mple le VC and CVC C words. s.  The e reverse verse proces cess s (segm egmen enting ting) ) is also o intr troduc oduced. ed.  The e children ldren break eak up words ds into to phone onemes es and sele lect t or write te lette tters rs to encode ode words. ds.

Letters and their sounds are introduced one at a time in the following sequence: • Set 1: s, a, t, p • Set 2: i, n, m, d • Set 3: 3: g, o, c, k • Set 4: ck, e, u, r • Set 5: h, b, f, ff, l, ll, ss Correct pronunciation is vital. Tricky words - I the, to, go, no

Pha hase se 3  The following sounds are introduced:  Set t 6: j, v, w, x  Set t 7: y, z, zz, qu  Cons nsonan onant digraph raphs: s: ch, sh, th, ng  Vowel wel digr graphs hs: ai, ee, igh, oa, oo, ar, or, ur, ow, oi, ear, air, ure, er  Children will also learn the letter names, although they will continue  to use the sounds when reading and spelling words.  ABCDEFGHIJKLMNOPQRSTUVWXYZ  Tricky words are introduced:  he , she, we, me, be, was, you, they, all, are, my, her  Children will be taught to read and spell CVC words (e.g. cat, box).

Pha hase se 3 Completes the teaching of the alphabet and children move on to sounds represented by more than one letter – di-graphs & tri – graphs Lessons include: games (to reinforce the recognition of  phonemes) letter formation  sentence work  tricky word work  segmenting and blending  Children should use their knowledge of previously learnt phonemes to segment and blend sounds together in order to read and spell the word. Words become longer and contain more sounds as the phase progresses, but they remain decodable

Pha hase se 4 Concentrates on reinforcing the importance of segmenting and blending. The focus is on consolidation before moving on to Phase 5 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 (e.g. trap, string, milk). The following tricky words are introduced: said, have, like, so, do, some, come, were, there, little, one, when, out, what • Children will also be taught to read and spell some polysyllabic words (e.g. treetop, starlight).

Pha hase se 5 Children will learn more graphemes and phonemes. For example, they already know ai as in rain, but now they will be introduced to ay as in day and a-e as in make. Alternative pronunciations for graphemes will also be introduced, e.g. ea in tea, head and break. With practice, speed at recognising and blending graphemes will improve. Word and spelling knowledge will be worked on extensively. The following tricky words are introduced: oh, their, people, Mr, Mrs, looked, called, asked, could.

ai ay r ai n pr ay n ai l spr ay tr ai n cl ay br ai n pr ay m ai l tr ay h ay

Look at this letter How do we usually say it? o Soundtalk these words cold hot . What is the problem?

h o t

c o l d

The al The alphab phabetic etic co code de Not only are there 26 26 letters and 44 44 sounds………………… 1 sound can be represented by 1 or more letters AND…………………. 1 sound can have lots of different spellings AND 1 spelling can be pronounced in different ways

ey ee e y ea ie donk ey tree w e tin y t ea ch th ie f mon ey asl ee p b e lad y b ea ch ch ie f k ey d ee p sh e sill y s ea rel ie f t ee th m e ver y cr ea m f ee t mayb e laz y m ea t w ee k h e pupp y n ea t qu ee n happ y tr ea t n ee d l ea k s ee n dr ea m b ee n sp ea k