A statutory requirement Daily 20 minutes high quality phonics
provision. Multisensory approach 4 phase approach: Revisit and
review Teach Practise Apply
Slide 3
This is the smallest unit of sound in a word.
Slide 4
These are the letters that represent the phoneme. The grapheme
could be 1 letter, 2 letters or more.
Slide 5
Blending phonemes into words for reading. Segmenting words into
phonemes for spelling.
Slide 6
Teaching phonics requires a technical skill in enunciation.
Phonemes (sounds) should be articulated clearly and precisely. We
use Jolly phonics to help us.
http://www.oxfordowl.co.uk/Question/Index/3
http://www.oxfordowl.co.uk/Question/Index/3
http://www.youtube.com/watch?v=xGpsVmWL RFA
http://www.youtube.com/watch?v=xGpsVmWL RFA
http://www.youtube.com/watch?v=yjKq8s815 4s
http://www.youtube.com/watch?v=yjKq8s815 4s
Slide 7
High Frequency Word (HFW) words that occur regularly in texts
that children should be able to read. E.g. and, as, it Tricky words
Words that cannot be sounded out and the children must just know
them.
Slide 8
Phase 1 (Nursery and practising within Reception) playing with
and hearing sounds. Phase 2 Sounds of the alphabet letters,
introduce double letter digraphs. Phase 3 Introduce digraphs and
trigraphs. Phase 4 Practising blending. Phase 5 Alternative
spelling patterns.
Slide 9
At this stage we concentrate on the phoneme (sound) and not the
letter name. 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, Learning
HFW and tricky words aanasatifin isitofoffoncan dadhadbackandgetbig
himhisnotgotupmum butthetoInogo into
Slide 10
How many CVC (consonant vowel consonant) words can you make
using /s/ /a/ /t/ /p/?
Slide 11
Digraph2 letters making one sound ( ai, ee, oo) Trigraph3
letters making one sound ( igh, ear, air, dge ) Split DigraphWhere
the two letters are not adjacent ( a-e, e-e )
Slide 12
Knowing one grapheme for each of the 43 phonemes. Knowing the
letter names. Set 6 - j, v, w, x Set 7 - y, z, zz, qu Consonant
digraphs: ch, sh, th, ng. Vowel digraphs: ear, air, ure, er, ar,
or, ur, ow, oi, ai, ee, igh, oa, oo Learning HFW and tricky
words.
Slide 13
We use phoneme frames and sound buttons to help the children
segment to spell words.
http://ictgames.com/soundButtons/index.html
Slide 14
goat
Slide 15
goat
Slide 16
church
Slide 17
church
Slide 18
start
Slide 19
star t
Slide 20
Blending for reading and segmentation for spelling of CVCC/CCVC
words. E.g. Milk, tusk, stop, flag. Adjacent consonants (CCVCC).
E.g think, crack. Practising vowel digraphs in CVCC/CCVC words
float, start, sweet. Learning HFW and tricky words.
wentItsfromchildrenjusthelp saidhavelikesodosome
comeweretherelittleonewhen outwhat
Slide 21
ICT Games: http://www.ictgames.com/
http://www.phonicsplay.co.uk/
http://www.jeavonswood.ccceducation.org/http://www.jeavonswood.ccceducation.org/
- Learning Tab-Foundation Stage-Curriculum Resources: Magnetic
letters Phoneme frames Whiteboards and pens Pencils and paper Chalk
on chalk boards/the pavement Phoneme pots Phoneme/word spot in
their reading books
Slide 22
Reading 30-50 months Enjoys rhyming and rhythmic activities.
Shows awareness of rhyme and alliteration. Recognises rhythm in
spoken words. 40-60 months Continues a rhyming string. Hears and
says the initial sound in words. Can segment the sounds in simple
words and blend them together and knows which letters represent
some of them. Links sounds to letters, naming and sounding the
letters of the alphabet. Begins to read words and simple sentences.
Writing 30-50 months Sometimes gives meaning to marks as they draw
and paint. Ascribes meanings to marks that they see in different
places. 40-60 months Continues a rhyming string. Hears and says the
initial sound in words. Can segment the sounds in simple words and
blend them together. Links sounds to letters, naming and sounding
the letters of the alphabet. Uses some clearly identifiable letters
to communicate meaning, representing some sounds correctly and in
sequence. Early Learning Goal Children read and understand simple
sentences. They use phonic knowledge to decode regular words and
read them aloud accurately. They also read some common irregular
words. They demonstrate understanding when talking with others
about what they have read. Early Learning Goal Children use their
phonic knowledge to write words in ways which match their spoken
sounds. They also write some irregular common words. They write
simple sentences which can be read by themselves and others. Some
words are spelt correctly and others are phonetically
plausible.
Slide 23
Grab some post its! Find your child Share some activities Write
an observation Please remember Post its need: Your childs name and
the date. Please initial it at the bottom to show who carried out
the observation. Take some post its for you to use at home when you
make an observation.