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31/10/2015 1 Phonics knowledge and skills skills of segmen3ng and blending knowledge of the alphabe3c code +
31/10/2015
1
Phonics -‐ knowledge and skills
skills of segmen3ng and
blending
knowledge of the
alphabe3c code
+
31/10/2015
2
Phonics skills and alphabe3c knowledge for reading
KNOWLEDGE -‐ Recognise the grapheme (leBers) and know the phoneme (sound) it represents
+ SKILL -‐ Blend the phonemes (sounds) into a word
See
hat
Know these phonemes
h a t
Understand
Blend to read
hat
Phonics skills and alphabe3c knowledge for spelling
SKILL -‐ Segment the word into phonemes (sounds) +
KNOWLEDGE -‐ Know and be able to write the right grapheme (leBers)
Think
Hear and segment the phonemes
f o x
Know and be able to write the graphemes to represent the phonemes
fox
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Group task: choose an object from the tray name it
use your phoneme fingers to count the phonemes write the graphemes onto your whiteboard put the sound bu;ons under each grapheme.
Sound buBons
sh – ee – p . . .
f – r – o - g . . . .
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CVC words or not?
eye no
Consonant phoneme
Vowel phoneme
Consonant phoneme
p-i-g yes
c h-i-c k yes
c-ar no
c-ow no
b-oy no
Enuncia3on Teaching phonics requires a technical skill in enuncia3on
Phonemes should be ar3culated clearly and precisely
1. f l m n r s sh v th z: pronounce by conCnuing
2. c p t ch h: pronounce without voice
3. b d g w y: pronounce as cleanly as possible
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Phase 1 – Nursery and beyond 1. General sound discrimina3on – environmental
sounds 2. General sound discrimina3on – instrumental
sounds 3. General sound discrimina3on – body percussion 4. Rhythm and rhyme 5. Allitera3on 6. Voice Sounds 7. Oral blending and segmen3ng
Phase 2 -‐ Recep3on 1. Learning 19 leBers of the alphabet and the sound
for each (s, a, t, p, i, n, m, d, g, o , c, k, ck, e, u, r, h, b, f/ff, l/ll, ss). Play games like ‘phoneme pop’.
2. Blending sounds together to make words.
3. Segmen3ng words into their separate sounds.
4. Beginning to read simple cap3ons.
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Phase 3 -‐ Recep3on 1. Learning the remaining 7 leBers of the alphabet,
one sound for each (j, v, w, x, y, z/zz, qu) 2. Graphemes such as ch, oo, th, igh etc. represen3ng
the remaining phonemes not covered by single leBers.
3. Reading cap3ons, sentences and ques3ons. Play yes/no game. On comple3on of this phase, children will have learnt the "simple code", i.e. one grapheme for each phoneme in the English language.
Phase 4 – Recep3on/Year 1 No new graphemes (leBers) or phonemes (sounds) are taught in this phase. Children learn to blend and segment longer words, e.g. swim, clap, jump. Play lots of games to reinforce the GPC (e.g. poop deck pirates!)
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Words! Cheeky words = Tricky words
High Frequency words – bank of words children develop that are frequently occurring in books/stories that they read
hGp://www.leGers-‐and-‐sounds.com/phase-‐2.html
• Speak to your child as much as possible! •Encourage your child to explore new words, ques3on things and respond in full sentences. •Play with words, listening to the specific sounds in words and inves3ga3ng what your mouth is doing while saying these sounds (what are you lips doing, where is your tongue, etc.) •This can be done in your home language!
How can you support your child?
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• Check the blog – weekly blogging of sounds learnt and ac3vi3es linked to this • Sound scrapbooks – place to create collages of items rela3ng to a specific sound Home each Friday to share over the weekend, bring back Monday • Encourage your child to use their sound knowledge when reading to and with them • Ac3ve Learn (bug club) online ebooks – passwords/set up ASAP
How can you support your child?
Further reading!
http://www.phonicsplay.co.uk/freeIndex.htm Articulation of each sound (phoneme) https://www.youtube.com/watch?v=BqhXUW_v-1s&safe=active http://www.bbc.co.uk/cbeebies/shows/alphablocks http://mrthorne.com http://www.twinkl.co.uk/resource/T-L-015-Phase-2-Sound-Mat
