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The Teaching of PHONICS
at St Anthony’s Catholic Primary School
Wednesday 24th September 2014
Mrs Cutler & Mrs Beard
Phonics enables children to
crack the code!
The first stage of learning to read.
A method through which children learn to link a symbol (grapheme) to a sound (phoneme)
What is Phonics?
Phonics is a method for teaching reading and writing the English language by developing learners' phonemic awareness—the ability to hear, identify, and manipulate phonemes—in order to teach the correspondence between these sounds and the spelling patterns (graphemes) that represent them.
The goal of phonics is to enable beginning readers to decode new written words by sounding them out, or in phonics terms, blending the sound-spelling patterns. Since it focuses on the spoken and written units within words, phonics is a sublexical approach and, as a result, is often contrasted with whole language, a word-level-up philosophy for teaching reading.
Definition of Phonics….
Read Write Inc. is a lively phonic programme that gets children reading and writing fast.
Created by one of the UK's leading authorities on teaching children to read; Ruth Miskin. She has many years' experience as a Teacher, Head Teacher, Teacher-Trainer and Consultant in synthetic phonics.
Inclusive and highly successful literacy programme based upon national strategies.
Promotes confident and fluent readers on completion!
What is Read Write Inc?
A sound is something that can be heard A grapheme is a written symbol for a sound A phoneme is a posh word for a letter sound Sound-grapheme correspondence is the link/connection
between a sound to a symbol Readers start with a grapheme and translate it into a sound Writers start with sounds (spoken word) and translate it
into graphemes If English had a truly transparent alphabetic code it would
have 1 grapheme for 1 sound. Sadly English has a complex alphabet which makes it harder to learn because many sounds can be represented by different graphemes. (pg 9) Examples?
The Jargon! What does it
mean?
Children learn 44 speed sounds (in a given order to aid successful reading) and the corresponding graphemes (letter/letter groups)
Practise pronouncing the 44 sounds (refer to hand out pronunciation) bouncing/stretching? After the introduction of every 4/5 sounds children will play
‘word time’ where they try and build words using the sounds they
have learnt. Children learn to read Reading red words and green words. Practitioners model “Fred Talk” and Fred Fingers (sometimes
referred to as phoneme fingers) and annotate sound buttons under words to help children break words into sounds in order to read the word. Practise in pairs
Children will practise applying their phonics in ditty books before they start to read ‘reading books.’
How does it help… Reading?
Learn to write letters /letter groups which represent the 44 sounds. Sheets are sent home to practise the formation.
Children learn to write words by saying the sounds and the graphemes. Children sound out each syllable in “Fred Talk” as they touch “Fred Fingers”
We often provide/model using a ‘sound board’ to help that translation process from sound to symbol.
Children will practise applying their phonics in ditty books.
Children will start writing simple phrases and sentences.
How does it help…
Writing?
Say b Read b Speed Sounds (sound orchestra) ‘gotcha’ –
new sound Write b Speed Write Fred Talk
A typical lesson with Mrs Beard….
Supporting your child’s
phonics?
www.youtube.com/watch?v=Yo9Y1OYC3UQ
Support at home
It is the springboard into reading and writing!
How does this fit in the context of learning to read?
This envelope belongs to:-
__________________________
Reading has two main aspects to it: decoding and comprehension. As adults we only read 99% of words, the rest we retain in our sight
vocabulary.
I cnduo't bvleiee taht I culod aulaclty uesdtannrd waht I was rdnaieg. Unisg the icndeblire pweor of the hmuan mnid, aocdcrnig to rseecrah at Cmabrigde Uinervtisy, it dseno't mttaer in waht oderr the leretts in a wrod are, the olny irpoamtnt tihng is taht the frsit and lsat ltteer be in the rhgit pclae. The rset can be a taotl mses and you can sitll raed it whoutit a pboerlm. Tihs is bucseae the huamn mnid deos not raed ervey ltteer by istlef, but the wrod as a wlohe. Aaznmig, huh?
How does this fit in the context of learning to read?
Artistotle tells us that well-being or eudaimonia which is good for man is an activity in accordance with virtue; each virtue is a disposition for making (right) choices, and one that is trained or developed by experience rather than inborn; with most virtues, the right sort of choice which it enables its processor to make is somehow intermediate between two wrong sorts of choice; one can do or show too little or too much of something; one can go too far or not far enough; what constitutes the right amount, the virtuous choice, is determined as the man of practical wisdom would determine it; and he is the man who is good at choosing the means to the end of eudaimonia.
Ethics: Inventing Right and Wrong; J.L.Mackie
Comprehension becomes far harder if we can not fluently decode.
How does this fit in the context of learning to read?
Learning to Read Once a child can work out the words
(decode) they must begin to sort out the message (comprehend) If they can not work out the words easily, they can’t begin to understand.
It’s a bit like us learning a different language, we spend so much effort on translating the words that you can loose the meaning of the sentence.
Children need to decode effortlessly before they can comprehend.
(phonemic awareness—the ability to hear, identify, and manipulate phonemes-)
This envelope belongs to:-
__________________________
The simple View of Reading
Learning to read involves setting up processes by which the words on the page can be recognised and understood. Both of these processes are necessary for reading, but neither is sufficient on its own. Children who cannot adequately recognise the words on the page are by that fact alone prevented from fully understanding the text.
