phonics communication, language and literacy. what is phonics? phonics is a systematic and synthetic...
TRANSCRIPT
Phonics Communication, Language and
Literacy
What is Phonics?Phonics is a systematic and synthetic approach that supports children to read and write quickly and skilfully. They are taught how to:
• recognise the sounds that each individual letter makes
• identify the sounds that different combinations of letters make - such as ‘sh’ or ‘oo’
• blend these sounds together from left to right to make a word
• segment the sounds in a word e.g dog d-o-g
Why do we use ‘Phonics’ to teach reading and writing?
Research shows that when phonics is taught in a structured way – starting with the easiest sounds and progressing through to the most complex – it is the most effective way of teaching young children to read and write.
Phonics vocab!
• Phoneme - the smallest unit of sound in a word
• Grapheme – the letter that represents the phoneme
• Blending - putting individual sounds together so that we can read a word
• Segmenting - breaking up words into their individual sounds so that we can spell a word
Phonics vocab!
• Digraph – two letters that make one sound• Trigraph – three letters that make one sound• Tricky words• Sound buttons
• How many phonemes are in the word cat? • How many phonemes in the word sock?• How many graphemes in the word sock? • Can you write a word with one digraph in?• Can you write a word with a trigraph in?
• Showing an awareness of rhyme and alliteration.
• Distinguishing between sounds in the environment
• Exploring and experimenting with sounds and words
• Beginning to orally blend and segment phonemes
Phase 2 Set 1: s, a, t, pSet 2: i, n, m ,dSet 3: g, o, c, kSet 4: ck, e, u, rSet 5: h, b, f, lSet 6: ff, ll, ssPhase 2 tricky words: I, no, go, to, the
Phase 3Set 7: j, v, w, xSet 8: y, z, zz, qu
Consonant digraphs: ch, sh, th, ng
Vowel digraphs: ai, ee, oa, oo, ar, or, ur, ow, oi, er
Trigraph: igh, ear, air, ure
Phase 3 tricky words: he, she, we, be, was, you , they, all, are, my, her
Phase 4
In Phase 4, no new graphemes are introduced. The main aim of this phase is to consolidate the children's knowledge and to help them learn to read and spell words which have adjacent consonants, such as trap, string and milk and two syllable words.
Phase 4 tricky words: have, like, so, do, some, come, were, there, little, one, when, out, what.
Phonics in School!
RevisitTeachApply
Practise
Revisit…
The children will play a quick fire game to practise something they have learned before and help build their confidence.
http://www.phonicsplay.co.uk/member-only/Flashcards.html
Teach…
The children will be taught a new phoneme/grapheme or a new skill - this will be taught in a fun multisensory way and may well involve: songs, actions, pictures, puppets, writing giant letters in the air.
ahttp://www.youtube.com/watch?v=Djz82FBYiug
Practise…
The children play fast, fun games to practise the new thing they have just learned.
http://www.phonicsplay.co.uk/member-only/BuriedTreasure2.html
Apply…
The children will have a quick go at reading or writing sentences that involve the new thing they have just learned.
Phonics is everywhere!
Outside of the phonics session children are given lots of opportunities to apply the new skills that they have learned in all of their lessons. The more opportunities they are given the sooner they will become confident with these skills.
Pronouncing Phonemes
Saying the phonemes using the shortest possible sound helps children to understand phonics more quickly.
You need to be careful not to add an ‘u’ sound to the end of the other letter sounds.
Pronouncing Phonemes
f l m n r s sh v th z (continuous phonemes)
e p t ch h (unvoiced)
b d g w qu y j (voiced)
Mr Thornehttp://www.youtube.com/watch?v=OYCR2RZ4ZYY
Sound Buttons
sitfishhair
think
Tricky Words!
Tricky words are those words which cannot be sounded out correctly using our phonic knowledge. The only way these words can be read and spelt correctly is by learning them and having plenty of practise.
Using phonic knowledge to read…
Blending is a vital skill for reading. The separate sounds (phonemes) of the word are spoken aloud, in order, all through the word and are then merged together into the whole word. This merging is called blending.
For example, the adult would sayF-r-e-d and the child would blend It to say Fred.
How can I support blending skills?Try breaking down simple words when you are giving instructions or asking questions, such as
“Can you find your h-a-t (hat)?”“Where is the c-a-t (cat)?”“Sit on the s-ea-t (seat).”
Find real objects around your home and practise ‘sound talk’. First, just let them listen, then see if they will join in, for example, saying:• “I spy a p-e-g – peg.”• “I spy a c-u-p – cup.”
When reading, encourage children to say each phoneme and begin to say them more quickly. If they are finding it tricky, model blending the word.
Using phonic knowledge to write…
Children will use their segmenting skills to break a word down into the phonemes they can hear
e.g c-a-t, s-o-ck
Robot arms can be useful!
But it’s not spelt right!
Children use their phonic knowledge to spell unfamiliar words. Therefore it may not be spelt correctly but it will be phonetically correct!
pretty pritee
Activities to try at home!
• Splat the letter! • Box of sounds• Sound sorting• Bucket of sounds • What’s in the box?• Tricky word bingo• Run to the word• Silly sentences• Quickwrite• Countdown
Useful Websites
• www.phonicsplay.co.uk • www.coxhoe.durham.sch.uk/Curriculum/
Literacy.html• www.bbc.co.uk/schools/websites/4_11/site/lite
racy.shtml• http://
www.bbc.co.uk/schools/wordsandpictures• www.ictgames.com/literacy.html literacy based
games• http://www.letters-and-sounds.com/