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A NORTHILL COFE VA LOWER SCHOOL PARENT PRESENTATION:
PHONICS… AN INTRODUCTION TO LETTERS AND SOUNDS
BEING ABLE TO READ IS THE MOST IMPORTANT SKILL CHILDREN WILL LEARN DURING THEIR EARLY SCHOOLING AND HAS FAR- REACHING IMPLICATIONS FOR LIFELONG CONFIDENCE AND WELL- BEING. (‘LETTERS AND SOUNDS’ PRINCIPLES AND PRACTICE OF HIGH QUALITY PHONICS)
HAVE A READ…
It iz tiem too gow hoam sed v kator pilla.
But iy doat wont 2 gow howm sed th
butt or flie. Iy wot to staiy heyr.
WHERE DID IT COME FROM?
• The independent review of early
reading, conducted by Jim Rose,
confirmed that ‘high quality
phonic work’ should be the prime
means for teaching beginner
readers to learn to read (and
spell).
• The review also highlighted the
importance of developing, from
the earliest stages, children’s
speaking and listening skills –
ensuring that beginner readers
are ready to get off to a good
start in phonic work.
BUT… WHAT IS IT?
• Phonics is the link between letters and the sounds they make.
• Using a highly structured programme working through 6 progressive
phases, children are taught:
• The full range of common letter/ sound correspondences.
• To hear separate sounds within words.
• To blend sounds together.
THERE ARE 26 LETTERS IN THE ENGLISH ALPHABET BUT…
THERE ARE MORE THAN 40 SPEECH SOUNDS.
SOME KEY WORDS
• Phoneme
• The smallest unit of sound in a word.
• Grapheme
• What we write to represent a sound/ phoneme –
for some phonemes, this could be more than one
letter.
• e.g. t ai igh
• Oral Blending • Hearing a series of spoken sounds and merging
(blending) them together to make a spoken word –
no text is used.
• For example, when children hear /b/u/s, they will say
bus.
• The skill is usually taught before blending using
printed words.
• Blending • Recognising the letter sounds in a written word, for
example c- u- p, and blending them in the order
which they are written, to read the word ‘cup’
SOUND BUTTONS…
DIGRAPHS TWO LETTERS WHICH MAKE ONE SOUND.
CONSONANT DIGRAPHS
• A consonant digraph contains two
consonants next to each other,
but they make a single sound.
• e.g. sh, ck, th, ll
VOWEL DIGRAPHS
• A vowel digraph contains at least
one vowel but the two letters still
make a single sound.
• e.g. ai ee ar oy
EXAMPLES
ll ss ff zz
hill mess puff fizz
sh ch th
ship chat thin
ck ng qu
chick sing quick
Ai ee igh oa oo
Rain meet might coat zoo
book
ar or ur ow oi
car for burn cow coin
blow
DIGRAPH SOUND BUTTONS
TRIGRAPH
• Three letters, which make
one sound.
SOME WORDS ARE MORE DIFFICULT TO SOUND OUT AND BLEND – CHILDREN NEED TO HAVE UNDERSTANDING OF THE PHONEME/ GRAPHEME CORRESPONDENCES.
LETTERS AND SOUNDS
Letters and sounds is a six phase teaching programme
PHASE ONE
Phase one comprises of seven aspects.
• Aspect One: Environmental Sounds
• Aspect Two: Instrumental Sounds
• Aspect Three: Body Percussion
• Aspect Four: Rhythm and Rhyme
• Aspect Five: Alliteration
• Aspect Six: Voice Sounds
• Aspect Seven: Oral Blending and segmenting
PHASE TWO
• By the end of phase two children
should be able to read some vc
and cvc words.
• Children will also learn to read
the words ‘the, to, go, I and no.’
• Five sets of letters are introduced
– usually one set per week.
• Children are taught reading and
spelling throughout the week.
• Each session follows the same
format.
• The activities used to teach vary
and can be adapted.
• They are multisensory and appeal
to different learning styles
PHASE THREE
• Children are taught another 25
graphemes.
• Children continue to blend and
segment CVC words for reading
and spelling.
• Children will then use this
knowledge to blend and segment
two syllable words.
PHASE FOUR
• By Phase 4 children are able to represent each
of 44 phonemes by a grapheme.
• Children will be able to blend and segment
CVC words for reading and spelling.
• Phase 4 is consolidation of children’s
knowledge.
• Children are encouraged to practice blending
for reading and segmenting for spelling of
adjacent consonants.
PHASE FIVE
• Children will broaden their knowledge of graphemes and
phonemes.
• They will learn alternative pronunciations of graphemes
including split digraphs.
PHASE SIX
• Children working at phase six can read hundreds of words
automatically.
• Children can decode words quickly and silently.
• Children’s spelling will be phonetically accurate.
• During this phase children become fluent readers and
increasingly accurate spellers.
YOUR TURN…
WHAT DOES A PHONICS LESSON LOOK LIKE?
Revisit/review Practise phonemes learnt so far e.g. using
flashcards or puppet
Teach Teach reading high frequency words
Teach new phoneme /x/
Practice Blending for reading: fox, six, box, mix, fix e.g.
matching words and pictures
Segmenting for spelling using a phoneme frame
Apply Applying reading to captions/sentences e.g.
yes/no questions:
•Is the sun wet?
•Can the fox fit in the box?
YEAR 1 PHONICS SCREENING CHECK
SOME USEFUL WEBSITE/ACTIVITIES
• www.Phonicsplay.co.uk
• http://www.bbc.co.uk/bitesize/ks1/literacy/phonics/play/
• http://www.letters-and-sounds.com/
• Youtube
• Mr Thorn does phonics
• Geraldine the Giraffe
• Cbeebies.co.uk- Alphablocks
THANK YOU!
ANY QUESTIONS?