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Phonics for Reading and Spelling - Killigrew · PDF file 2015-12-08 · Phonics is split into different phases to be taught during the Foundation Stage and Key Stage 1. ... • Grapheme

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Text of Phonics for Reading and Spelling - Killigrew · PDF file 2015-12-08 · Phonics is...

  • Phonics for Reading and Spelling

  • Phonics Game • Use the phase 2 grapheme cards to

    make as many different words as possible.

    s t a i

  • Workshop Aims • To gain an understanding of the way in

    which phonics is taught for reading and spelling.

    • To understand the different vocabulary involved in phonics teaching.

    • To hear the pronunciation of individual phonemes.

    • To collect ideas for activities to support children at home.

  • Early Phonics Phonics is split into different phases to be taught during the

    Foundation Stage and Key Stage 1.

    PHASE 1

    • Environmental and instrumental sounds including voice sounds

    • Rhythm, rhyme and alliteration

    • Oral blending and segmenting

    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 duck) e u r

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

    • They will use these phonemes to read and spell simple “consonant-vowel-consonant” (CVC) words:

    sat, tap, dig, duck, rug, puff, hill, hiss

  • Phonics Words Your 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.

  • Blending

    /b/ /e/ /d/ = bed

    /t/ /i/ /n/ = tin

    /m/ /u/ /g/ = mug

  • Phonics Words Your 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 .

  • Segmenting

    bed = /b/ /e/ /d/

    tin= /t/ /i/ /n/

    mug= /m/ /u/ /g/

  • Oral blending and segmenting – how to help at home:

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

    The ‘robot game’

    For example, you say ‘b-u-s’, and your child says ‘bus’.

    ‘I spy’ can be played by saying the sounds in the word instead of the initial letter name.

  • Phonic terms your child will learn at school

    • Phoneme • Grapheme • Blending • Segmenting • Digraph • Trigraph • Phoneme frame • Sound button • Tricky words

  • Challenge

    • 2 minutes to chat together and give an example or explanation for the phonics vocabulary – there is a sheet on your table

    • GOOD LUCK!

  • Phoneme – a letter sound made verbally Grapheme – a written phoneme (letter sound) Blending – ‘Squashing’ sounds together to make a word Segmenting – Splitting a word into its component sounds Digraph – 2 letters to make 1 phoneme ‘ch’ Trigraph – 3 letters to make 1 phoneme ‘air’ Phoneme frame – boxes to show each sound seperated in a written word Sound button – each phoneme in a word Tricky words– words that have more unusual graphemes to represent phonemes i.e. ‘the’ and ‘go’

  • Saying the sounds

    • Sounds should be articulated clearly and precisely.

    • http://www.ruthmiskin.com/en/resources/so und-pronunciation-guide/

    • Good Letters and Sounds youtube clip (Google search pronunciation of phonemes)

    http://www.ruthmiskin.com/en/resources/sound-pronunciation-guide/ http://www.ruthmiskin.com/en/resources/sound-pronunciation-guide/ http://www.ruthmiskin.com/en/resources/sound-pronunciation-guide/ http://www.ruthmiskin.com/en/resources/sound-pronunciation-guide/ http://www.ruthmiskin.com/en/resources/sound-pronunciation-guide/ http://www.ruthmiskin.com/en/resources/sound-pronunciation-guide/

  • How are sounds and words taught at school?

    • Flashcards

    • Actions

    • Grapheme hunts inside and out

    • Computer games – www.phonicsplay.co.uk

    • Writing graphemes with pens, chalks, paint, water

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

  • How can I help at home?

    • Sound talk and robot talk words • ‘I spy’ games using oral blending and

    segmenting • Magnetic letters • Foam bath letters • Whiteboards and pens • Felt pens / crayons and big sheets of

    paper

  • 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

  • Phonics words Phoneme frame and

    sound buttons

    c a t

    f i sh

    . . .

    . . _

  • Add these words to a phoneme frame

    ring chick

    flight

  • Answers

    r i ng ch i ck

    f l igh t

    . . _ _ . _

    . . _ .

  • How can I help at home? • Phoneme frames

    • Flashcards on fridge

    • Spot words in reading books

    • Magnetic letters

    • Foam bath letters

    • Robot talk games as in phase 2

  • 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.

  • Sort the words

    pick fleth thin

    pan harn paig

  • Other games / activities phase 4

    • Matching pictures and words

    • Answering yes/no questions

    • Shared and independent writing

    • Countdown – reading a list of words in a time limit – can be a team game

    • Quickwrite – write graphemes quickly on whiteboard or paper

    • Sentence substitution – sentences at child’s level with other word cards to substitute

    i.e. The bus is red. Word cards for ‘train’ and ‘blue’

  • The lazy dog slept on the cosy sofa.

    cat ugly jumped hard bench walked

  • Phase 5: • Children will be taught new graphemes and alternate

    pronunciations for these and graphemes they already know, where relevant.

    • Children will be encouraged to think of graphemes as a ‘code’ ‘This is the code for…’

    • When spelling words they will learn to choose the appropriate graphemes to represent phonemes – spelling banks and word lists.

  • Phase 5:

    • New graphemes introduced in phase 5

    ay day oy boy wh when a-e make

    ou out ir girl ph photo e-e these

    ie tie ue blue ew new i-e like

    ea eat

    bread

    aw saw oe toe o-e home

    au Paul u-e cube

    flute

    ea bread

    y happy

    shy

    c city g giant kn kight wh when

  • Teaching split sounds (split diagraphs)

    like

    snake

    complete The ‘e’ on the end says ‘I might be a split sound!’

  • Teaching split sounds (split diagraphs)

    like

    snake

    complete The ‘e’ on the end says ‘I might be a split sound!’

  • Speed Reading

    complete

    extreme

    compete

    evening

    theme

    concrete

  • Phase 5 activity

    Phoneme spotter story – can you spot the different ‘ee’ sounds in the story?

    A Real Treat

    Tom was very happy. It was the weekend and he was off to the

    beach with Mum and Dad, his puppy and baby Pete. “Help me pack the green bag’” said Mum. “We need the

    sun cream and lots to eat.”

  • A Real Treat

    Tom was very happy. It was the weekend and he was off to the beach with Mum and Dad, his puppy and baby Pete.

    “Help me pack the green bag’” said Mum. “We need the sun cream and lots to eat.”

  • Sound Chart

    ee ea e_e y e

    weekend Green need

    beach eat cream

    Pete baby puppy

    he me

  • Useful resources • White board and pen

    • Chalks for writing on pavement/patio

    • Phoneme frames

    • Word cards

    • Dictionary

    • www.phonicsplay.co.uk

    • Reading books – make sound charts

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

  • Speed Spelling Paper on the

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