ducklington phonics workshop. aims to share how phonics is taught in f1 > to show examples of...

Ducklington Ducklington Phonics Phonics

Workshop Workshop

Ducklington Ducklington Phonics Phonics

Workshop Workshop

AIMS• To share how phonics is taught in F1

> To show examples of activities and resources we use to teach phonics

• To develop parents’ confidence in helping their children with phonics

• To give parents an opportunity to ask questions

WHAT IS PHONICS?

•Children develop awareness that spoken words are made up of different sounds (phonemes) and they learn to match these phonemes to letters (graphemes)

•Phonics is about children knowing how sounds (phonemes) link to letters (graphemes)

Phonics is the main way in which we help your child to learn to read and write

.

• Every day the children have at least one session of phonics led by an adult

• Lessons encompass a range of games, songs and rhymes

• We also plan opportunities for children to practise phonics in their child-initiated activities

• Letters and Sounds and Jolly Phonics

• There are 6 phonics phases which the children work through at their own pace

• Phase 1: Aspects 1-6 • > General sound discrimination > Alliteration and rhyming

DAILY PHONICS

HOW CAN I HELP AT HOME?

•Nursery rhymes, songs, action rhymes.

•Add sound effects to stories.

•Music and movement: rhythm, guess the instrument.

•Talking about sounds: listening walks, loud/soft, high/low, silly noises.

•Activities listed in information booklet (page 4)

CONTINUE THROUGHOUT F1

PHASE 1: ASPECT 7Your children will learn to use the term:

Blending

• Children need to be able to hear the separate sounds in a word and then blend them together to say the whole word before they start using letters

• Lesson demonstration – Cross the River (JM)

• Sounds should be articulated clearly and precisely (link in information booklet – will be added to

• school website)

Blending•Children need to practise hearing a series of spoken sounds and merging them together to make a word

•For example, you say pass the ‘c-u-p’, and your child says ‘cup’

•Games list in information booklet (page 5)

HOW CAN I HELP AT HOME?

PHASE 1: ASPECT 7Your children will learn to use the term:

Segmenting

• Children need to be able to hear a whole word and say every sound that they hear

• Lesson demonstration – Metal Mike (JM)

• Sounds should be articulated clearly and precisely

HOW CAN I HELP AT HOME?

Segmenting•Children need to practise separating the sounds in words

•For example, you say pass the ‘cup’ and your child says ‘here is the c-u-p’

•Games list in information booklet (page 6)

PHASE 2

•Once children are secure with oral blending and segmenting they need to build up their letter recognition

•Then they can link everything together and really begin to read and write

•Lesson demonstration – Jolly Phonics: read story, sound, action, song, air writing. Find the Sound song. (KR)

• Sounds should be articulated clearly and • precisely

HOW CAN I HELP AT HOME?

• Practise saying the phoneme and grapheme

• Sing the song while doing the action

• Write the grapheme – large and small scale e.g. paintbrushes and water outside, chalk on tarmac, whiteboards, handwriting sheet, paint, bubbles in the bath etc.

• Games – find the letter in books, on food packaging, amongst magnetic letters on the fridge etc.

PHASE 2

Children will learn their first 19 phonemes: Set 1: s a t p Set 2: i n m d

Set 3: g o c k Set 4: ck (as in muck) e u r

Set 5: h b l f ff (as in puff) ll (as in hill) ss (as in hiss) DIGRAPHS

•They will use these phonemes to read and spell simple “consonant-vowel-consonant” (CVC) words: sat, tap, dig, duck, rug, puff, hill, hiss

BLENDING FOR READING

• Children need to practise instantly recognising phonemes and blending them together to read words

• Lesson demonstration – What’s in the Box (KR)

• Sounds should be articulated clearly and precisely

• What happens if they are not? cuh-a-puh versus c-a-p

SEGMENTING FOR SPELLING

•Children need to practise orally breaking down the sounds they hear in words and writing one sound at a time

•Lesson demonstration – Phoneme Frames (KR)

HOW CAN I HELP AT HOME?• Phoneme frames and sounds buttons

More activities listed in information booklet (page 8)

c a t

f i sh

. . .

. . _

PHONEME FRAMES ACTIVITY

log duck fill

ANSWERS

l o g . . .

d u ck

. . _

ANSWERS

f i ll

ANSWERS

. . _

TRICKY WORDS• There are many words that cannot be fully blended or

segmented because they are irregular.

the was said you some

• These require lots of practise at home – instant recognition

of these will build up fluency in reading Ideas listed in information booklet (page 11)

Words will be added to phonics packs

PHASE 3

• Children will learn another 26 phonemes:• j, v, w, x, y, z, zz, qu• ch, sh, th, ng, ai, ee, igh, oa, oo, ar, or, ur, ow, oi,

ear, air, ure, er

•TRIGRAPHS• Children will use these phonemes (and the ones

from Phase 2) to read and spell words e.g: chip, shop, thin, sing, pain, feet, right,

boat, boot, look, farm, fork, burn, town, coin, dear, fair, sure

PHONEME FRAMES ACTIVITY

ring chick night

ANSWERS

r i ng . . _

_ . _

ch i ck

ANSWERS

n igh t

. _ .

AT HOME

• Phonics Packs for every child in F1 – the more you practise, the more you’ll learn, the more you’ll achieve

• Read everyday with your child if possible

• Useful websites listed in information booklet (page 15)

• Questions

DON’T FORGET…

We want all children to have a real love for books!

Learning to read should be fun for both children and

parents.