Phonics and early reading

Grove Vale Primary School 20th September 2015

S.Pickett

Reading Expectations22-36 months (2 -3yrs) 30-50months (2½-4yrs) 40-60 months (3yrs – 5yrs) By the end of reception

• Has some favourite stories, rhymes, songs, poems or jingles.

• Repeats words or phrases from familiar stories.

• Fills in the missing word or phrase in a known rhyme, story or game, e.g. ‘Humpty Dumpty sat on a …’.

• Enjoys rhyming and rhythmic activities. •Shows awareness of rhyme and alliteration. •Recognises rhythm in spoken words. • Listens to and joins in with stories and poems, one-to-one and also in small groups. • Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories. •Beginning to be aware of the way stories are structured. •Suggests how the story might end. • Listens to stories with increasing attention and recall. •Describes main story settings, events and principal characters. •Shows interest in illustrations and print in books and print in the environment. •Recognises familiar words and signs such as own name and advertising logos. • Looks at books independently. • Handles books carefully. •Knows information can be relayed in the form of print. • Holds books the correct way up and turns pages. •Knows that print carries meaning and, in English, is read from left to right and top to bottom.

• Continues a rhyming string.

• Hears and says the initial sound in words.

• Can segment the sounds in simple words and blend them together and knows which letters represent some of them.

• Links sounds to letters, naming and sounding the letters of the alphabet.

•Begins to read words and simple sentences.

•Uses vocabulary and forms of speech that are increasingly influenced by their experiences of books.

• Enjoys an increasing range of books.

•Knows that information can be retrieved from books and computers.

• Children read and understand simple sentences.

• They use phonic knowledge to decode regular words and read them aloud accurately.

• They also read some common irregular words.

• They demonstrate understanding when talking with others about what they have read.

Enjoying booksWe all know reading to our children is a good thing—but there are specific advantages your child can receive by being exposed to the merits of reading? Below are some benefits that highlight the importance of reading to your child between the ages of two and five.

•A stronger relationship with you. 

•Academic excellence. 

•Basic speech skills. 

•The basics of how to read a book. 

•Better communication skills. 

•Mastery of language. More logical thinking skills. 

•Acclimation to new experiences. 

•Enhanced concentration and discipline. 

•The knowledge that reading is fun! 

Letters and SoundsLetters and Sounds Phase One Phase OneBefore children start learning the sounds, this develops children’s listening and speaking

skills:

• Aspect 1: General sound discrimination – environmental sounds (talk while they play, animals sounds, asking questions, exploring sounds different objects make, language used in role play)

• Aspect 2: General sound discrimination – instrumental sounds (home made shakers, playing with musical instruments outdoors, making simple rhythms, child listening to each other playing music)

• Aspect 3: General sound discrimination – body percussion (children marching/stomping/ splashing to the beat, re-enacting a story, comments on patterns made when drawing/colouring or mark making)

• Aspect 4: Rhythm and rhyme (enjoying stories that have rhyme, inventing their own or changing an ending to a well known rhyme; encouraging children to use well known rhymes in their role play

• Aspect 5: Alliteration (tongue twisters, in the role play – can I have some chunky chips, sizzling sausages?, books with rhymes and jungles)

• Aspect 6: Voice sounds (while on the swing encourage children to say ‘weee’; using sound effect words e.g. swish swosh, splishy, splashy; introduce new vocabulary to describe how things feel; replicate water sounds)

• Aspect 7: Oral blending and segmenting (encourage children to hear initial sounds e.g. hop h h h h, ball b b b ; children segment their names and names of toys e.g clap – din-o-saurs, ha-rry)

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/190599/Letters_and_Sounds_-_DFES-00281-2007.pdf

Rhyme and Alliteration

Sharing books with rhyme – can the children spot the rhyme, can they continue a rhyming string?

Tongue twisters

Playing with words e.g. chunky chips, sizzling sausage.

Adding alliteration to their name singing Sophie, jolly Jack

Initial Sounds

An initial sound is the sound at the beginning of a word.

Using objects, animals and any words or names ask the children if they can hear what sounds comes at the start. Use pictures or just say the word.

Oral blending of sounds

1. Model oral blending of sounds to make words in everyday contexts

e.g. ‘Can you get your h-a-t (hat)?’

Can the child hear what word you have said, can they blend the sounds together?

2. Show the children a picture and ask them questions ‘Can you find the p-i-g? Point to the sh-e-d; Where is the d-u-ck?’

3. Use robot talk

Learning the sounds

• Since 2009 schools have been teaching children phonics following the publication of the document letters ands sounds.

• This is a method of teaching reading which first teaches the pure letter sounds and then builds up to blending these sounds together to achieve full pronunciation of whole words.

• Children will have daily phonics sessions in reception

THE SOUNDSPhonemes should be articulated clearly and precisely

Avoid the uh at the end of sounds!

m, a, s, d, t,

i, n, p ,g o,

c, k, u, b, f, e

l, h, r, j, x

v, y, w, z

(ff, ll, ss, zz)

Sh, ch, qu, ng, nk, th

2 letter graphemes digraph

ay (spray)ee (feet)igh (high)ow (blow)oo (fool)

oo (book)ar (start)or (door) ir (bird)

ou (shout)oy (boy)

Language

Phoneme – this is the sound made

Grapheme – this is how the sound is written or represented on paper e.g. ch, th, qu

Phonics Progression

1. Phase 1 letters and sounds

2. Hearing initial sounds

3. Oral blending

4. Learning the different sounds

5. Blending the sounds together

Teaching the sounds

We use a combinations of:

-Letters and sounds publications

-Ruth Miskin Read Write Inc.

-Jolly phonics

to teach phonics on a daily basis.

Teaching children to blend (read).

Once children are secure with the individual sounds we encourage them to blend the sounds together to make a word.

Children begin by reading VC words (vowel, consonant)

in, if, is, it

on, of

am, an, as, at

up

CVC words

These are consonant, vowel, consonant words

e.g. once children can read ‘at’ we add another consonant to the beginning of the word

cat, bat, fat, hat, mat, pat, rat, sat, tat

As the children get more confident and know more sounds they will read bigger words

Examples of CCVC, CVCC, CCCVC and CCVCC

b l a ck s t r ea m

c c v c c c c v c

f ou n d b l a n k

c v c c c c v c c

Alien words

• Children have to read made-up nonsense words, this tests their pure decoding ability

e.g.

thop, quin, tid

High Frequency words

• High-frequency words are the words that appear most often in printed materials.

• High-frequency words are hard for students to remember

because they tend to be abstract. E.g. children can't use a picture clue to figure out the word with.

• Learning to recognise high-frequency words by sight is critical to developing fluency in reading

• We expect children to know the first 100 HFW by the end of year 1.

TRICKY WORDS!!!!Some words in the English language are not

phonetically decodable.e.g. the, go, she, was

We call these: tricky words or red words.

These words just have to be learnt and require lots of practise and revisiting.

In your handout the HFW are split into phases and highlight the tricky words.

2 3 4 5

the you he said were oh

to they she have there their

I all we like little people

no are me so one Mr

go my be do when Mrs

into her was some out looked

come what called

asked

could

Reading books

• When your children starts to blend sounds together they will be sent home with sets of words.

• We will then give them short sentences or captions to read ‘It is hot; The hat is red’

• When we feel they are ready they will be sent home with a reading book.

• We use the Rigby Star Phonic readers and RML, read write inc books.

Comprehension

When your child has been given a reading book:

1.discuss the sounds found in the book

2.share the tricky words

3.Blend the sounds to say the words and talk about what happens on every page.

4.discuss questions at the back of the book

A child’s understand of what they have read is just as important as their ability to decode and read the words on the page.

•Flashcards – with sounds and tricky words

•Magnetic letters

•Looking for letters around the environment, when sharing books.

•Listening for initial sounds in words e.g. you are eating an apple, what sound does that start with?

•Segmenting a word, can the children squash the sounds together and hear the word? (Can you get me a b-o-x?)

•Share books with children at bedtime and as often as you can.

•Hear them read their reading book and ask them questions.

•Spotting words that rhyme and continuing a rhyming string (mat, cat, bat…)

Ways to help your child

Year 1 Phonics Check

In the summer term of Year 1 children have to complete a phonics check.

They have to read 40 words using their phonetical knowledge to decode the words.

This test is reported to the local authority and to parents.

2014: 82% of our children passed the check

Websites:

http://www.letters-and-sounds.com/

http://www.phonicsplay.co.uk/freeIndex.htm

http://www.familylearning.org.uk/phonics_games.html

http://www.primarytopics.co.uk/english/phonics/phonics.htm