Teaching PhonicsTeaching PhonicsRWIRWI

Teaching PhonicsTeaching PhonicsRWIRWI

Park Hall Infant AcademyPark Hall Infant Academy

November 2012November 2012

7 Summary and ConclusionsThe contribution to inclusive deep-inelastic electron-proton scattering (DIS) of events, in which a region of pseudo-rapidity adjacent to the proton remnant direction is devoid of hadronic energy and which is not described in the framework of our present partonic understanding of DIS, has been evaluated in the form of a "diffractive structure function" F2 (/?, Q2,Xf).The dependence of F2 on xp, which may be interpreted as the fraction (xp/p) of the 4-momentum carried by the colourless component of the proton with which the electron interacts, is measured to be Xp? with n = 1.19 ± G.06(stat.) ± 0.07(syst.). This dependence is found to be universal, irrespective of the deep-inelastic scattering variables (3 and Q'2.

Questions:What is the contribution of the deep –inelastic electron-proton scattering?

Can you tell me what has been evaluated as a ‘diffractive structure function’?

Which term corresponds to the cross section for the interaction with the electron?

Agenda For This Workshop

Letters and SoundsAspect 1: General sound discrimination- environmental soundsAspect 2: General sound discrimination-instrumental soundsAspect 3: General sound discrimination-body percussionAspect 4: Rhythm and rhymeAspect 5: Alliteration Aspect 6:Voice soundsAspect 7: Oral blending and segmenting

How can you help?Listen to your child to encourage talking- without too many interruptions.

Model good listening- make eye contact/comment on what’s being said.

Model good spoken language.

READ every night-the more words your child knows the better for the future.

Phase Two

RML

» A phoneme is an individual A phoneme is an individual

sound (E.g. sound (E.g. e e a a sh sh thth))

» There are 44 soundsThere are 44 sounds

» Each written letter represents a Each written letter represents a soundsound

» Children need to recognise the Children need to recognise the sound linked to each letter so sound linked to each letter so that they can read and that they can read and consequently spellconsequently spell

phonicsphonics

☺Children learn to read and write sounds in order

☺Initial assessments on entry show which sounds the children do and don’t know – this decides where they begin on the programme.

☺Move through sounds in their groups.

☺Quick additional support provided if some sounds are tricky.

How does the programme work?

Please do not worry if your child moves

groups during their Reception year. This

happens quite frequently and is

perfectly normal at that age.

•Daily emphasis on the 44 key sounds

•DON’T USE LETTER NAMES (at this stage)

•Emphasis on pure sounds

What do lessons What do lessons involve?involve?

m a s d t i n p g o c k u b f e l h sh r j v y w th z ch qu x

ng nk

ay ee igh ow oo oo ar or air ir

ou oy

Sounds

Ditties

Real Books

Both ditties and books have a strong focus on the sound being taught.

Children will read them at school and then bring them home to celebrate their success with you.

Progression

Fred FingersFred Fingers

A ditty to share”

•Green Words These can be spoken in “Fred

Talk” because they sound like they are spelt.

•Red WordsThese cannot be sounded out. The children have to learn them by sight.

What you can do to help your child.

oCelebrate ditties and books-and then PLEASE return the books back to school.

o Other reading books, please follow the requests in the reading record book.

o Share books with your child daily, even if you do not have one from school.

oTalk to your child all the time and ask them questions.

Every child in year 1 will take part in the phonics screening check in June.Why are the children being screened?The phonics check is an assessment of the phonics skills of pupils at the end of year 1. It assesses their ability to break down and blend words. It is not a reading test, it is a decoding test.

Year 1 Phonics CheckYear 1 Phonics Check

•The check is very similar to tasks the children already complete during RML lessons.

•Children will be asked to ‘sound out’ a word and blend the sounds together eg, cheese, light.

•The focus of the check is to see which sounds the children know and therefore the children will be asked to read made up ‘nonsense’ words.

What will the children be expected to do?

•Make sure your child is holding their pencil correctly.

•Make sure that you are modelling good letter formation - very important for later cursive writing.

Thank you for your continued support.

M.Lalli November 2012