2 Aims of the session - To understand what phonics is. - To understand how we teach phonics at school. - To share information about the Year 1 Phonics Screening Test. - To share information and ideas to help you support your child s phonics and reading at home.
3 In phonics lessons we teach children the sound made by each letter which helps them to read and write words. We also teach tricky words which cannot be sounded out and high frequency words which are decodable. At Joy Lane Primary School we follow the government publication of Letters and Sounds. Various different schemes are followed in schools * Letters and Sounds * - Jolly Phonics - Read Write Inc - Sounds Write
4 Terminology Phoneme unit of sound Grapheme way a sound is written Digraph 2 letters making 1 sound Trigraph 3 letters making 1 sound Split digraph when a vowel sound is split by a consonant (a_e, u_e, i_e, e_e, o_e) Adjacent Consonants letters close but can their hear individual sounds (went) Blending putting sounds together to read a word Segmenting splitting a word up into individual phonemes for writing
5 Our language system consists of 26 letters of the alphabet which are used to form the 44 phonemes. These phonemes can be written in over 120 combinations for example, i-e side, ie pie, igh high, y fly. We use the Letters and Sounds programme to teach all the combinations by the time children leave Year 2 (some children continue in KS2 if needed). Through a Daily teacher directed session. Phase 1 begins in preschool settings and mainly consists of listening to sounds in the environment and rhymes.
7 Children are taught to use sounds to blend and chop words. We blend words when we are reading. d o g dog We chop/clap words when we are writing. dog d o g
8 Why do we use sound buttons? Some sounds (phonemes) have more than one letter. Sound buttons allow the children to really focus on the phonemes (sounds) within the words, rather than focusing on individual letters. chat spoon light haunt cake
9 Recap Learning -Reception Phase 2 We will start at Phase 2 from Letters and Sounds. We teach children to read the tricky words.. the, to, I, no, go, into We also teach the alphabet letter names using alphabet songs and games.
10 We will continue to Phase 3 from Letters and Sounds. We teach children to read the tricky words... he, she, we, me, be, was, my, you, they, her, all, are. We teach children to spell the tricky words the, to, no, go. Children also practise reading and spelling the high frequency words will, that, this, then, them, with, see, for, now, down, look, too
11 Recap Learning -Reception Phase 3 We teach children to read the tricky words... he, she, we, me, be, was, my, you, they, her, all, are. We teach children to spell the tricky words the, to, no, go. Children also practise reading and spelling the high frequency words will, that, this, then, them, with, see, for, now, down, look, too.
12 Recap Learning Reception/Y 1 Phase 4 Children do not learn any new sounds in Phase 4, instead they learn about adjacent consonants. Adjacent consonants are two sounds that often come together in words. They can easily be missed out by young readers and writers. e.g went. It is common for children to miss out the quieter sound, in this case spelling wet.
13 Recap Learning Reception/Y1 Phase 4 We teach children to read the tricky words... said, so, have, like, some, come, were, there, little, one, do, when, out, what. We teach children to spell the tricky words he, she, we, me, be, was, you, they, all, are, my, her. Children also practise reading and spelling the high frequency words went, it s, from, children, just, help.
14 Year 1 Phase 5 Phase 5 is split into 3 sections: 1) Sounds 2) Alternative pronunciations for graphemes (e.g. c can sound different as in cat and circle ) 3) Alternative spellings for phonemes (e.g. the f sound can also be spelt ph )
16 Letters and Sounds pg134
17 Letters and Sounds pg144
18 Introduces common spelling patterns to enable children to make educated guesses at spelling. Teaches to read and spell the tricky words: oh, their, people, Mr, Mrs, looked, called, asked, could. Teaches reading and spelling the high frequency words: don t, old, I m, by, time, house, about, your, day, made, came, make, here, saw, very, put. Teaches reading the words: water, where, who, again, thought, through, work, mouse, many, laughed, because, different, any, eyes, friends, once, please Teaches spelling the words: said, so, have, like, some, come, were, there, little, one, do, when, what, out (Year 1)
19 Correct articulation of the phonemes
20 Year 1 Phonics Screening The National Phonics Screening Check was introduced in 2012 to all Year 1 pupils. It is a short, statutory assessment to ensure that children are making sufficient progress in the phonics skills to read words and are on track to become fluent readers who can enjoy reading for pleasure and for learning. The check is not about passing or failing but checking appropriate progress is being made. It aims to identify the children who need extra help so that they can be given support by school to improve their reading skills. At Joy Lane Primary School we already identify children and provide early intervention support; however we must comply with the statutory requirement.
21 Children are required to decode a list of 40 words, half real words and half pseudo words (nonsense words) using synthetic phonics. Alien pictures are used to help the children indentify when a word will not be real.
22 The assessment will be age-appropriate, with children sitting with a teacher and reading oneto-one. It should be an enjoyable activity for children which will take no more than 10 minutes, however there is no time limit. The children are well prepared for this test. Phonics sessions are built into their daily routines and teachers are continuously assessing their phonic knowledge.
23 Why are nonsense words included in the test? Nonsense words are an established assessment method of many schools, and are included in many phonics programmes. They are included because they will be new to all pupils. This is a test of a child s ability to decode using phonics. Children who can read non-words should have the skills to decode almost any unfamiliar word.
24 Phonics Screening Check Video
25 How will the results be used? We are required to inform parents towards the end of the summer term in Year 1 of their child s results, this will be included in your child s report. If your child does not reach the required level, we will continue to support your child into Year 2 with provisions tailored to their needs. Do not panic, children all develop at their own individual rates. Children will have the opportunity to re-take the test at the end of Year 2.
26 How can I help my child? Encourage children to use their sounds when they are reading and writing. When reading help them to sound out and then blend the word together. e.g. a - m (not using letter names.) Help to identify tricky words that can t be sounded out. Please remember when reading books, we encourage children to use pictures to help them. When writing children should be encouraged to chop/clap out sounds they can hear before they write them.
27 Online Resources Use online resources Help your child to practice reading the pseudo words which will be sent home.
28 What shall I do if my child is struggling to decode? Say each sound in the word from left to right. Blend the sounds by pointing to each letter, i.e. /b/ in bat, or letter group, i.e. /igh/ in sigh, as you say the sound, then run your finger under the whole word as you say it. Familiarise yourself with the different phonemes and correct pronunciation to ensure you are modelling the sounds correctly for your child. Draw sound buttons on to the word to help you child recognise the sounds within in it, rather than individual letter sounds. Work at your child s pace and have FUN!
29 Year 1 Phonics Screening The screening will take place on the week commencing the 13 th June. The screening will take place in school with your child s teacher.
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