Listening to you, working for you Hillsgrove Primary School Phonics and Early Reading Monday 4 th February 2013

Listening to you, working for you www.bexley.gov.uk

Hillsgrove Primary School

Phonics and Early Reading

Monday 4th February 2013

www.bexley.gov.ukListening to you, working for you www.bexley.gov.ukListening to you, working for you www.bexley.gov.ukListening to you, working for you www.bexley.gov.uk

How do we read unfamiliar words?

ethnomusicologist


Outline

What is phonics

Subject knowledge

Articulation of phonemes

The reading process

How you can help at home


Phonemes

The smallest unit of sound in a word.

There are 44 phonemes in the English language


Graphemes Letters representing a phonemefor example:

c ai igh

Children need to recognise the grapheme and say the phoneme that it represents


Phonics Letters and Sounds The school teaches phonics every single day in KS1. It

is the prime approach to decoding words on the page

Sounds (phonemes) Single sounds, a,m,n; digraphs, ch, sh, ai; trigraphs,

igh, dge,

Pupils also need to know the the alphabet; letter names and alphabetical order


Progression in phonics

First sounds - early days

s a t p i n

m n d g o c

ch, sh, th, ll, ss

More complex sounds (here are just a few) Reception into Y1

ay, ou, ie, ea, oy, wh, au, i-e,


Letters and phonemes (sounds)

Letters: a b c d e f g h i j k l m n o p q r s t u v w x y z

Some of the 140 (approx.) letter combinations illustrated within words:

cat, look, would, put, peg, bread, cart, fast, pig, wanted, burn, first, term, heard, work, log, want, torn, door, warn, plug, love, haul, law, call, pain, day, gate, station, wooden, circus, sister, sweet, heat, thief, these, down, shout, tried, light, my, shine, mind, coin, boy, road, blow, bone, cold, stairs, bear, hare, moon, blue, grew, tune, fear, beer, here, baby, sun, mouse, city, science, dog, tap, field, photo, van, game, was, hat, where, judge, giant, barge, yes, cook, quick, mix, Chris, zebra, please, is, lamb, then, monkey, comb, thin, nut, knife, gnat, chip, watch, paper, ship, mission, chef, rabbit, wrong, treasure, ring, sink.

Phonemes:

s/a/t/p/i/n/m/d/g/o/c/k/ck/e/u/r/h/b/f/ff/l/ll/ss/j/v/w/x/y/z/zz/qu/ch/sh/th/th/ng/ai/ee/igh/oa/oo/oo/ar/or/ur/ow/oi/ear/air/ure/er/


Articulation of phonemes

It is important to use ‘soft’ sounds when working children as this helps them as learners to blend sound together more easily


Phoneme grapheme correspondences

/a/ /b/ /c/ /d/ /e/ /f/ /g /h/ /i/ /j/ /k/

/l/ /m/ /n/ /o/ /p/ q(u) /r/ /s/ /t/ /u/ /v/

/w/ /x/ /y/ /z/ sh ch th ng ai ee igh

oa oo oo ur or er ar oi air ear ure


Blending

Sounding out (blending phonemes) left to right

c –a – t,

sh – ee – p,

g – oa – t,

w – e – n - t


Segmenting

To hear a word and split it into its component phonemes

For example the word ‘sheep’ will sound out sh-ee-p

‘Wednesday’ will sound out

‘W-e-d-n-e-s-d-ay’


Tricky words

Words that are not phonically decodeable

For example:was, the, no, some, said, people


Phonic screening at Y1 Word reading test Contains 40 words, 20 real words and 20

non-words Range from cvc words cat, vap

or cvcc words such as fold, jound Normally takes just a few minutes The check is carefully designed not to be

stressful for your child


Sample words from the screening test

bem

hend

strom


The reading processThe simple view of reading

Decoding the words on the page

Understanding what has been read

Both MUST happen during the reading process


Reading for meaning •Recall basic information from texts read, ie names of characters, places, funny parts of the story,

•Make simples inferences, for example how a character is feeling, predict what might happen next

•Express likes and dislikes in their reading

•Read or listen to a story and also read for information


Scheme books are for teaching children the skills of reading

When your child gets stuck on a word, help them to look for bits in the word they already know.

Help children to blend (join the sounds) words they cannot read.

If the word is really tricky, tell them


Reading books develop understanding

Tip: never let your child struggle with a word!

Which words might you have to read for your child?

Daisy and the Egg © Jane Simmons 1999


Reading books to develop understanding

Which words might you have to talk about with your child to help them understand the story fully?

Harquin © John Burningham 1967


Speaking, listening and communicating Talk confidently in a range of different contexts

Listen carefully and respond to others thoughtfully

Discuss ideas and covey views and opinions with consideration

Develop an increasing bank of vocabulary and use a variety of words both in speech and in their writing

Have an awareness of, and use some of the

features of standard English


Speaking and listening


Most of all … . . .reading should always be a wonderful experience

Documents

Listening to you, working for you Hillsgrove Primary School Phonics and Early Reading Monday 4 th February 2013