Teaching and Learning Phonics at Platt Primary School
Aims • To share how phonics is taught. • To develop parents’ confidence in helping their children with phonics and reading. • To teach the basics of phonics and some useful phonics terms. • To outline the different stages in phonic development. • To show examples of activities and resources we use to teach phonics. • To give parents an opportunity to ask questions.
What is phonics and how can I help my child at home?
What Is Synthetic Phonics? • Synthetic phonics teaches the phonemes (sounds) associated with the graphemes (letters). The sounds are taught in isolation and then blended together.
Phonics is all about using … skills for knowledge + reading and of the spelling alphabet
Daily Phonics • Every day the children have 20 minute sessions of phonics. • Fast paced approach • Lessons encompass a range of games, songs and rhymes • We use the Letters and Sounds planning document to support the teaching of phonics and Jolly Phonics actions. • There are 6 phonics phases.
Phonic terms your child will learn at school • Phonemes: The smallest units of sound that are found within a word • Grapheme: The spelling of the sound e.g. th • Diagraph: Two letters that make one sound when read • Trigraphs: Three letters that make one sound • CVC: Stands for consonant, vowel, consonant. • Segmenting is breaking up a word into its sounds. • Blending: Putting the sounds together to read a word • Tricky words: Words that cannot easily be decoded.
Some Definitions A Phoneme This is the smallest unit of sound in a word. How many phonemes can you hear in cat ?
A grapheme These are the letters that represent the phoneme. Children need to practise recognising the grapheme and saying the phoneme that it represents. The grapheme could be 1 letter, 2 letters or more! We often refer to these as sound buttons : t ai igh
A phoneme you hear • A grapheme you see
Letters and Sounds Phase 0ne
Phase One Aspects • Environmental sounds • Instrumental sounds • Body percussion • Rhythm and rhyme • Alliteration • Voice sounds • Oral blending and segmenting
Phase One was designed to help children to: • Listen attentively • Enlarge vocabulary • Speak confidently • Discriminate phonemes • Reproduce audibly the phonemes they hear
Phonics Phase 2 and 3 Reception
Ph Phas ase e 2 • Is the start of systematic phonic work. • Begins the understanding of gra raph pheme eme- phoneme ph neme correspondence. • Understand that words are constructed from ph phonemes nemes and that phonemes are represented by gr graph phemes emes.
How to say the sounds • Saying the sounds correctly with your child is extremely important. • The way we say sounds may well be different from when you were at school. • We say the shortest form of the sounds.
Phonemes Ph nemes A Phoneme is the smallest unit of sound in a word. s a t p i n m d g o c k ck ck e u r h b f ff ff l ll ll ss ss 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.
Next steps … • Children then begin to bl blend nd 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
BL BLENDING ENDING • 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’.
Segmenting Activity • How many phonemes in each word? 4 p phone nemes mes sh e l f shelf lf sh dr dres ess d r e ss 4 p phone nemes mes ss spr print nt s p r i n t 6 p phone nemes mes 5 p phone nemes mes stri ring ng s t r i ng ng
Ph Phase ase 3 • Completes the teaching of the alphabet and children move onto sounds represented by more than 1 letter. • DI DIGRAPHS PHS – 2 letters that make 1 sound ll ss zz oa ai • TR TRIGRA RAPHS PHS – 3 letters that make 1 sound igh air
Ph Phase ase 3 p 3 phonemes nemes j v w y z zz zz qu qu ch ch sh sh th th ng ng ai ai ee ee igh oa oa oo oo oo oo ar ar or or ur ur ow ow oi oi ea ear air ure er er
TRI TRICK CKY Y WO WORD RDS • 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.
Phases 4 Phase 5 throughout Year One. Complex code Phase 6 throughout Year Two and beyond. Spelling
Now ow you you ha have ve th the knowledge…. • Pl Play lots s of f so sound d and li d list sten enin ing g ga game mes s with your r ch child. d. For Example… I spy. 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 d as much ch as possib sible le to and with th your ur chil ild. d. • Encourage ourage and praise ise – get them to have a ‘good guess’. • Ask if you want to know more. Ma Make ke it it fun un and nd in in sho short, t, sh sharp p bu burst sts! s!
Recommend
More recommend
