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Phonics at Phonics at Katherine Semar Katherine Semar
Infant SchoolInfant School
Phonics at Phonics at Katherine Semar Katherine Semar
Infant SchoolInfant School
Thursday 16th October 2014Thursday 16th October 2014
Phase 1- Nursery/ReceptionPhase 2- ReceptionPhase 3- ReceptionPhase 4- ReceptionPhase 5- Year 1Phase 6- Year 2
Linking sounds and letters
Children progress through these stages at their own pace – some take longer to get there! This is a continual process from Foundation through Key Stage 1 and beyond.
• Before your child is ready to read – they must have lots of talking opportunities.
• If they can’t say it, they won’t be able to write it - poor language skills will make reading and writing very difficult.
Time for talk!• In the car, in the bath, reading stories, at the dinner
table - encourage your child to listen to others, share their opinion, describe what they can see.
• It is important that correct language is modelled and correct pronunciation of words – e.g, the not du or v.
Time for rhyme• Read and encourage your child to join in with nursery
rhymes and poems.• Play rhyming games – make up nonsense rhymes
using your child’s name such as ‘Here comes Hattie, Pattie, Mattie’.
Phoneme - sounds of letterGrapheme - ‘shape’ of a letter Blend - putting sounds together to make
a word for reading eg. c-a-t cat
Segment - Pulling a word apart into it’s sounds for writing eg. cat c-a-t
VC and CVC -VC is vowel consonant words- CVC is consonant vowel consonant words
25 more phonemes are taught(most are letter combinations i.e two letters which make one sound – sh, th, ng)
Read and spell ‘cvc’ words
Letter names – alphabet song
Spell tricky words
Pronunciation...no ‘uh’ at the end - soft voice (p, s, m)
Action and sound...Based on multi-sensory approach
Structure...Twice a day – letter sounds, blending, segmenting, tricky words, applying skills to real readingand writing contexts.
s – a – t – pi – n - m – dg – o – c – kck – e – u – rh – b – f - l
A good phonic understanding is one of the key foundations of being a good
reader and writer.
Words that you ‘just have to know’ through on-sight recognition
Spot the words in books and in the environment.
Wiggle fingers when you hear the word.
Matching pairs game
Daily practise
•Practise oral blending - use sound talk– its time for b – e – d, let’s put your shoes on your f – ee — t, shall we have some bread and j – a – m?•Sing nursery rhymes and play with rhyme – cat, fat, bat•I spy...emphasising the initial sound•Make collections of things beginning with the same letter•Stretch out words slowly, helping your child to identify each sound in turn.•Practise recognising tricky words.•Discuss the pictures and language used in books to helpdevelop your child’s comprehension skills.
• Stretch out the word slowly, helping your child to identify each sound in turn. • Use magnetic letters to make words. Sound them out to check. • Practise letter formation – pencil and paper, white boards, in flour, foam, glitter!!• Writing shopping lists• Messages for people (post-its)• Encourage your child to write the sounds they can hear in words. Accuracy in this is more
important than accuracy of the word itself at this stage.• I.e. They may write ‘it’ for ‘eat’ or ‘is’ for ‘ice’.