children are taught to read by breaking down · pdf filephonics lesson each day and they are...
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• Children are taught to read by breaking down words into separate sounds or ‘phonemes’.
• They are then taught how to blend these sounds together to read the whole word.
• Children are taught to spell by hearing a word and splitting it up into the sounds that make it.
• This is called ‘segmenting’. Children then use their phonic knowledge to record the letters that represent those sounds in the correct order.
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• Phoneme: The smallest unit of sound. There are approximately 44 phonemes in English (it depends on different accents). Phonemes can be put together to make words.
• Grapheme: way of writing down a phoneme. Graphemes can be made up from 1 letter e.g. p, 2 letters e.g. sh, 3 letters e.g. igh
• Blending: Children blend phonemes together to make a word e.g. r-u-n run
• Segmenting: Children split the word into sounds to help them write it.
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• Children have at least one 15 minute
phonics lesson each day and they are
encouraged to use these strategies to
read and write in other lessons.
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Teach
Introduction
Objectives and criteria for success
Revisit and Review
Practise
Apply
Assess learning against criteria
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• Teaching of phonics is in 6 discreet phases.
• As well as the sounds taught at each phase there are also high frequency words’.
• Some of these words are decodable and some are considered ‘tricky words’. Children need to read these by sight and learn to spell them.
• Eg. What, she, was
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• Phase 1, looks at Environmental Sounds, Instrumental Sounds, Body Percussion, Rhythm and Rhyme, Alliteration, Voice Sounds and Oral blending and segmenting.
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• Kinaesthetic approach: song, action and visual
Jolly Phonics songs
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Teaching phonics requires a technical skill in enunciation.
Each phoneme needs to be articulated clearly and precisely. Each sound needs to be said sharply and clipped: “D” not “DER” “M” not “MER” for accuracy in blending.
Articulation of phonemes
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• Phase 2 introduces the first set of phonemes and teaches children to blend the sounds together to read whole words.
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• Phase 3 teaches another 25 phonemes, most of which are digraphs (two letters making one sound e.g. oi) and some our trigraphs (three letters make one sound e.g. igh).
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• Phase 4 teaches children to read and spell words with adjacent consonants e.g. jump or stamp and polysyllabic words (more than one syllable e.g. sandwich)
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• Phase 5 teaches children alternative ways of representing sounds they already know e.g. in Phase 3 they learnt ow (cow) and in Phase 5 they will learn ou (loud).
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• Hear it and say it – tuning in to the sound
• See it and say it
• Say it and write it
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3 3 4
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• Give children a number of pictures and words to match
van jam jacket
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sh, i, o, p , ck, f
Ask children to write words you say.
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Display a number of objects and children have to spot the odd one out.
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• Use your child’s phonics book at home to practise sound recognition and reading of words by sounding out and blending.
• Play phonics games with your child.
• Here are some of our favourites: – Magnetic letters: Say a word e.g. jam. Children say
the sounds and then find the magnetic letters to make the word.
– Quickwrite: Say a word, children repeat it, say the phonemes and then children write it.
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Encourage your child to ‘sound out’ when reading or writing. Help them to spot where more than one letter work together to make one sound.
Digraph- 2 letters making one sound
cow
Trigraphs- 3 letters making one sound
night
Split vowel digraphs- 2 vowels with a consonant in-between.
spine - i_e
make - a_e
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