Letters and Sounds. Sing nursery rhymes and action rhymes e.g. Incy Wincy Spider. Use magnetic letters to build words.

Transcription

1 Letters and Sounds Sing nursery rhymes and action rhymes e.g. Incy Wincy Spider Use magnetic letters to build words Share stories Say a letter and your child has a go at writing that letter Find real objects around your home that have three phonemes (sounds) and practise sound talking e.g p-eg, c-u-p, s-o-ck Play Alphabet games and puzzles Make a collection of things beginning with the same sound The internet is also a useful resource for phonic games and activities Rawthorpe St James I & N School Netherhall Learning Campus Phase 1 Ideas to do at home Play games such as I Spy Listening to and becoming aware of rhymes and alliteration (words that start with the same sound) e.g. Billy bought baked beans

2 Listening to stories Listening for sounds and becoming aware of them in the environment Phase 2 In phase 2, children are taught 23 sounds (phonemes): s a t p i n m d g o c k ck e u r h b f ff l ll ss They are also taught to read 5 tricky words: the to I no go During this phase children should start to sound out and blend cvc (consonant, vowel, consonant) words e.g. when you sound out c-a-t, they can tell you the word is cat. (Sound talking) They should also be able to hear sounds in cvc words e.g. when you say mum, they can pick out the sounds (segment) m-u-m. This helps with spelling. These words can be used to help children with oral blending (sound talking) and segmenting. s,a,t,p - at, sat, pat, tap, sap, as + i - it, is, sit, sat, pit, tip, pip, sip + n - an, in, nip, pan, pin, tin, tan, nap + m - am, man, mam, mat, map, Pam, Tim, Sam + d - dad, sad, dim, dip, din, did, Sid, and + g - tag, gag, gig, gap, nag, sag, gas, pig, dig + o - got, on, not, pot, top, dog, pop, God, Mog + c - can, cot, cop, cap, cat, cod + k - kid, kit, Kim, Ken + ck - kick, sock, sack, dock, pick, sick, pack, ticket, pocket + e - get, pet, ten, net, pen, peg, met, men, neck + u - up, mum, run, mug, cup, sun, tuck, mud, sunset + r - rim, rip, ram, rat, rag, rug, rot, rocket, carrot + h - had, him, his, hot, hut, hop, hum, hit, hat, has, hack + b - but, big, back, bet, bad, bag, bed, bud, beg, bug, bun + f, ff - of, if, off, fit, fin, fun, fig, fog, puff, huff, cuff, fan, fat + l, ll - lap, let, leg, lot, lit, bell, fill, doll, tell, sell, Bill, Nell, laptop + ss - hiss, mass, mess, boss, fuss, hiss, kiss Phase 3 In Phase 3 children learn 25 more sounds and diagraphs (two or more letters together that make a single sound): 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 There are 12 more tricky words to read: he she we me be was my you her they all are and they should also be able to spell the 5 tricky words

3 from phase 2. These words can be used to help children with oral blending (sound talking) and segmenting. j - jam, Jill, jet, jog, Jack, Jen, jacket, jet-lag or for born cork worn ure sure pure cure Children will also begin to learn the letter names and to write them correctly and will read and write words in phrases and sentences. v - van, vat, vet, Vic, Ravi, Kevin, visit, velvet w - will, win, wag, web, wig, wax, cobweb, wicked x - mix, fix, box, tax, six, taxi, vixen, ch chip chin rich such sh shop ship fish wish th thin then thick that moth this ng ring bang song king ai rain sail bait gain ee feet week deep heel igh night sigh fight light oa boat coal loaf soap oi coin foil join soil oo boot look tool good hoof wool zoom cook ow cow owl town how ar farm car jar park air fair chair hair pair ear dear fear near hear er corner germ perm term ur hurt curl surf turn Phase 4 Children learn to read 14 more tricky words: some come one said do so were when have there out like little what and spell the 12 tricky words from Phase 3. Children will also learn to read and spell CVCC (consonant, vowel, consonant, consonant) words such as tent, paint, shelf using phoneme frames.

4 grab, drop Sometimes we use sound buttons to make it clearer. ccv, ccvc trail, train, (phase 3) clown, droop, green, flair, clear, speech, fresh, steep, cream, swing, thrill, tree, spoon, star These words are made up from the letters taught and can be blended for reading and segmented for spelling. cvcc went, best, fond, tilt, gust, help, lift, hand, just, (phase 2) damp, golf cvcc joint, theft, (phase 3) bench, roast lost, next, tent, tuft, milk, belt, champ, shift, chest, shelf, tenth, boost, Welsh, thump, chimp, paint, cvcc (polysyllabic) helpdesk, shampoo, sandpit, giftbox, windmill, sandwich, shelter, softest, lunchbox, pondweed, desktop, shelving, helper, Manchester, handstand ccv, ccvc frog, sniff, (phase 2) trip, clap, from, grip, stop, glad, spot, twin, step, plum, plan, gran, speck, swim, ccvcc words trust, crunch, drench stand, crust, crisp, tramp, trend, grunt, crept, spend, drift, glint, slept, cccvc words spring, strap, string, scrap, street cccvcc Phase 5 scrunch In Phase 5, children learn 19 new graphemes. ay ou ie ea oy ir au ue aw wh ph ew oe ey a_e e_e i_e o_e u_e They also learn one new phoneme (sound) zh - Found in words like treasure, measure, vision. A further 25 tricky words are added: oh their people Mr Mrs looked called asked water where who again thought through work

5 mouse many laughed once friends eyes any different because please and children should now be able to spell the Phase 4 tricky words. au ey Phase 5 cont Paul, haul, launch, haunted, August, author, automatic money, honey, donkey, jockey, turkey, valley, monkey Children will also learn split diagraphs. This is when the 2 letters in a diagraph such as oe have been split up by the final sound in the word. Here are some examples of words that can be used to practise sound talking and segmenting ay ou ie ea oy ir ue aw wh ph ew oe day, play, may, say, stray, clay, spray, tray, crayon out, about, cloud, scout, found, proud, sprout, sound pie, lie, tie, die, cried, tried, spied, fried, replied sea, seat, bead, read, meat, treat, heap, least, steamy boy, toy, joy, oyster, Roy, destroy, Floyd, enjoy, royal girl, sir, bird, shirt, skirt, birth, third, first, thirteen clue, blue, glue, true, Sue, rue, flue, issue, tissue saw, paw, raw, claw, jaw, lawn, yawn, law, shawl when, what, which, whistle, whenever, wheel, whisper Philip, Philippa, phonics, dolphin, prophet, elephant blew, chew, grew, drew, screw, crew, flew, threw, new toe, doe, foe, woe, Joe, goes, tomatoes, heroes For example in the word home, the m has split up the oe digraph so it is known as a split digraph, o e. a_e e_e scene came, made, make, take, game, race, same, snake these, Pete, Eve, Steve, even, theme, gene, i_e like, time, pine, ripe, shine, slide, prize, nice, invite o_e bone, home, alone, those, stone, woke, note, explode u_e june, huge, cube, tube, use, computer Children will also learn alternative pronunciations for some phonemes that they have already learned. Eg: i as in tin, and i as in find.

6 During Phase 6 children are introduced to the past tense. This is first done orally along with time related words to develop understanding e.g. Here are some common alternative pronunciations: i fin, find o hot, cold c cat, cent g got, giant ow cow, blow ie tie, field ea eat, bread er farmer, her a hat, what y yes, by, very ch chin, school, chef ou out, shoulder, could, you Phase 6 Today I will bake a cake. Yesterday I baked a cake. Today I will play on my X box. Last week I played on my X box. They are then introduced to the suffix (letters added to the end of a word) - ed (wanted, skipped, jumped, trained, shouted yelled, saved) They are also taught some basic rules for adding a suffix to the end of a word These are some of the common suffixes introduced in Phase Six. s, es ed, ful er est ly ment ness ing y s and es: added to nouns and verbs, as in hats, runs, brushes, watches; ed and ing: added to verbs, as in hopped, hopping, hoped, hoping; ful: added to nouns, as in careful, painful, playful, cheerful, hopeful; er: added to verbs to denote the person doing the action (runner, reader, writer, teacher, worker) and to adjectives to give the comparative form, as in, bigger, faster, taller, wider. est: added to adjectives, as in biggest, highest, happiest, tallest; ly: added to adjectives to form adverbs, as in sadly, happily, brightly, quickly ment: added to verbs to form nouns, as in payment,

7 advertisement, development; ness: added to adjectives to form nouns, as in darkness, happiness, sadness, gladness y: added to nouns to form adjectives, as in funny, smoky, sandy. Children are also taught a range of strategies to help with reading and writing. 1. Syllables - To learn a word I can listen to how many syllables there are so I can break it into smaller bits to remember (e.g. Sep-tem-ber, ba-by) 2. Base words - To learn a word I can find its base word (e.g. Smiling - base smile +ing) 3. Analogy - To learn a word I can use words that I already know to help me (e.g. could: would, should) 4. Mnemonics - To learn a word I can make up a sentence to help me remember it (e.g. could - O U Lucky Duck; people - people eat orange peel like elephants)