Maths, Phonics-and-Reading-Parents-Meeting (1)...

St. Giles’ EYFS Maths,Phonics and Early Reading and Writing Workshop Autumn 2019

St. Giles’ EYFS Maths,Phonics and Early Reading and Writing Workshop Autumn 2019

Aims• To explain how maths and phonics are taught and how phonics learning feeds into early reading and writing• To develop your confidence in helping your children with maths, phonics, reading and writing• To teach the basics of phonics and some useful phonics terms• To outline the different stages in phonic development • To show examples of activities and resources we use to teach phonics• To give you an opportunity to ask questions

Why a Maths Workshop?Why a Maths Workshop?

Can you show 8 on a 10 frame?

What number has been decomposed here?

Can you complete the ‘whole / part’ diagrams to solve the problems for: 914

https://www.bbc.co.uk/cbeebies/shows/numberblocks

The power of games!

Games get children talking and thinking about and doing numbers and calculations without even realising it. They also develop turn taking, resilience and emotional control.

Any questions?

What is phonics?What is phonics?

Phonics is all about using …skills for reading and spelling

knowledgeof the alphabetLearning phonics will help your child to become a good reader and writer.

Every child from EYFS to KS2 learns daily phonics at their levelPhonics gradually progresses from learning the sounds that relate to letters to learning spelling rules.

Phonics lessons are 15-20 minute sessions done each day They are taught through a variety of activities: actions, songs, games, reading tasks and short writing activities At St Giles' we follow the DfE Letters and Sounds programme and use the ‘Jolly Phonics’ phoneme actions and songs too Phonics is taught in six phases which your child will progress through at their own pace

Daily Phonics

Phonic terms your child will learn at school• Phoneme: The smallest unit of sounds that are found within a word e.g. ssssss• Grapheme: The letter(s) used to symbolise a phoneme e.g. s• Digraph: Two letters that make one phoneme when read• e.g. ai• Trigraphs: Three letters that make one phoneme e.g. igh• Blending: ‘squashing’ the phonemes together to read a word• Segmenting: breaking up a word into its individual phonemes to help write a word • Incredible (Tricky) words: Words that cannot easily be decoded e.g was, go, the

Phase 1:Getting ready for phonics1. Tuning into sounds2. Listening and remembering sounds3. Talking about sounds

Music and movementRhythm and rhymeSound effectsSpeaking and listening skills

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• Speaking & listening: silly sentences eg. “Happy Harry hops”, mimics, animal sounds

Phase 2:Learning phonemesChildren have already been taught their first 19 phonemes: Set 1: s a t p Set 2: i n m dSet 3: g o c k Set 4: ck e u rSet 5: h b l f ff ll ss

Saying the soundsPhonemes need to be articulated clearly and precisely for your child to hear them clearly.https://www.google.com/search?q=articulation+of+phonemes&rlz=1C1GCEV_enGB838GB838&oq=articulation+of+phonemes&aqs=chrome..69i57.4669j0j7&sourceid=chrome&ie=UTF-8

Phase 2:Using phonemes to read simple words In school we have started to use these phonemes to read simple words:

eg. sat, tap, dig, duck, rug, puff, hill, hissTo do this your children need to remember the sound each grapheme is representing, then articulate the related phoneme and then blend the phonemes together.This is a complicated process which can take time for children to master so please don’t be disheartened if, at first, your child

sounds the phonemes but struggles to blend them.

Phoneme Buttons• To help the children learn to blend phonemes we put phoneme buttons underneath the letters• If a sound is represented by 1 letter we use a dot• If 2 or 3 letters are needed to represent it we draw a line underline them• We then ‘press’ the phoneme buttons to sound out the word and then ‘squeeze’ them together to blend them.• For example: c a t d u ck

Let’s have a go!!!!Can you write these nonsense words with their sound buttons? Can you press the phoneme buttons and squeeze the sound together to blend them? pomgrislofftulp

Nonsense words like this help to build up skills – and are fun!

How did you do?p o mg r i sl o fft u l p

Phase 2:Learning incredible words• Alongside blending to read the phonically decodable

words, children also start to build their sight vocabulary of words that are not phonically decodable

• At phase 2 the ‘incredible’ words are:I, no, go, to, the, into

• We practise these through various games and reading activities

Phase 2:Using phonemes to write simple words In school we are also starting to use these phonemes to write simple words:

eg. Pig, nip, sun, laptopTo do this your children need to segment the word into its phonemes and then find the correct grapheme to represent the sounds they have heard.We use phoneme mats to help the children write the

letters they can hear.

Segmenting

Phoneme FramesTo help the children segment sounds we sometimes use phoneme frames.

c a t

f i sh. . .. . _

Note that each box in a phoneme frame has all the letters in it that are needed to spell that phoneme.

Let’s have a go! Can you write the following words in phoneme frames.

dogmessshelfchip

eo g

md

sssh le fch pi

Oral blending: the robot gameChildren need to practise hearing a series of spoken sounds and merging them together to make a word.For example, you say ‘b-u-s’, and your child says ‘bus’.

How can I help at home?

Phase 3:Learning the long vowel phonemes• Children will enter phase 3 once they know the first 19 phonemes and can blend and segment to read and spell CVC words• They 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• They will use these phonemes (and the ones from Phase 2) to read and spell words:

chip, shop, thin, ring, pain, feet, night, boat, boot, look, farm, fork, burn, town, coin, dear, fair, sure

Phase 4:Introducing consonant clusters: reading and spelling words with four or more phonemes• Children move into phase 4 when they know all the phonemes from phases 2 and 3 and can use them to read and spell simple words (blending to read and segmenting to spell)• Phase 4 doesn’t introduce any new phonemes. • It focuses on reading and spelling longer words with the phonemes they already know• These words have consonant clusters at the beginning: spot, trip, clap, green, clown…or at the end: tent, mend, damp, burnt

…or at the beginning and end! trust, spend, twist

Phase 5• Teach new graphemes for reading:ay, ou, ie, ea, oy, ir, ue, aw, wh, ph, ew, oe, au, a-e, e-e, i-e, o-e, u-e• Learn alternative pronunciations of graphemes (the same grapheme can represent more than one phoneme):fin/find, hot/cold, cat/cent, got/giant, cow/blow, tie/field, eat/bread, farmer/her, hat/what, yes/by/very, chin/school/chef, out/shoulder/could/you.

Reading in class• Children have new reading books each week• We listen to children read weekly• We check the children’s tricky words weekly • The children are going to take part in Guided

Reading in groups once a week• We share books every day as a whole class

Guided Reading • Children will have a guided reading session every week• They work in a small group reading together and exploring a text.• As well as focussing on using our phonic knowledge this session is designed to develop the children’s comprehension skills.• They learn to explore books, use them correctly and find information.• They learn to retell stories, think of alternative endings and describe characters.

Phonics and ReadingWhat you can do at home• Practise reading the ‘incredible’ words everyday ideally through varied games• Hear your child read some of their book everyday• Share different types of books together• Ask your child questions about what they or you have read to develop their thinking. e.g. Can you retell the story? How does that character feel?• What might happen next? How do you know that?• Look around you at signs and labels, reading sounds and words together• When reading with your child encourage them to point to each word as they go and encourage them to sound out the word before you tell them what it is

Any questions?

Don’t forget…Learning to read should be fun for both children and parents. The best way to keep it enjoyable is to read for a short period of time on a regular basis. Don’t expect your child to read their whole book with you in one go! Reading for 5 minutes, 5 times a week is more helpful than reading for 25 minutes, once a week.