Phonics & Spelling. Supporting your child with...

Transcription

1 It was all very different in my day Supporting your child with... Phonics & Spelling This event will provide you with information to give you more awareness of phonic progression through KS1 and KS2 and how you can aid your in child with spelling. We will provide you with some of the spelling strategies that can be used and will be giving some examples of how we teach phonics and spelling in school. Home-School Partnership

2 Why are we here? Wanting the best for our children Having an insight into how children develop with their spelling through primary school and how we teach spelling Having some strategies to make learning fun Knowing when to have concerns about your child s spelling Understanding some of the language we use in school such as phoneme, grapheme, mnemonics, morphology, etymology

3 Why are we here? Parents: Partners in Learning - DfES (2004) There is a wealth of research evidence which shows that children do better when: there is a close working partnership between home and school information about children s learning is shared between everyone involved in the child s development parents show a keen interest in their children s education and make learning part of everyday life children are actively involved in making decisions about their own learning. Home School partnership Extended opportunity for dialogue (and a bit of a giggle!)

4 By the end of the session you will have been informed of how children s phonetic knowledge is developed through the Letters and Sounds phonics scheme used at Slinfold School and, as they move into KS2 how Support for Spelling is implemented to continue developing knowledge and strategies for spelling ideas for how to promote spelling practice at home joined in with activities similar to those used in class a greater confidence in supporting your child at home

5 Structure of Event Introduction What is Letters and Sounds? What is Support for Spelling? The phases in phonics Developing spelling Strategies you can use to support spelling Try out some spelling strategies Special Educational Needs Plenary and questions Evaluations and certificates to follow

6 Just before we get going Fire Exits / Assembly Point Toilets Questions post-its

7 Is spelling important? The use of conventional spelling in written text is unfortunately one of the means used by society to judge whether or not a person is literate. Spelling is a public activity, it is the first thing people notice about the writing and is often incorrectly associated with intelligence. Poor spellings skills can often lead to: embarrassment low self esteem frustration pressure from adults anxiety which will inhibit a child s writing, leading to safe word choices

8 What guidelines do we have? Literacy Framework Letters and Sounds Support for Spelling

9 Phase 1 Stories, songs and rhymes. Important sounds to hear and discriminate. Speech sounds phonemes (hear) and graphemes (see). Developing speaking and listening skills. Attuned to sounds around them

10 Seven different areas Environmental sounds Instrumental sounds Body percussion Rhythm and rhyme Alliteration Voice sounds Oral blending and segmenting

11 Set 1: s, a, t, p Set 2: i, n, m, d Set 3: g, o, c, k Set 4: ck, e, u, r Set 5: h, b, f, ff, l, ll, ss phasetwoas1_v2.html Now it s your turn. Phase Phase Phase Phase Begin to formally learn sounds. Phonics fun sessions. Learn 5 sets of sounds

12 Phase 3 A phoneme is: a distinct unit of sound. A grapheme is: a letter or group of letters that represent a sound. Eg in station, tion is the grapheme but the phoneme is said, shon. In Phase 3, children begin to learn graphemes that are shown using two or three letters Ch, sh, th, ng, ar, or, ur, ow, oi, ear, air, ure, er including: some long vowel sounds: ai, ee, igh, oa, oo.

13 Now it s time for you to do some work! This means they will not know every grapheme but can make every sound needed to write meaningfully. This means some words will sound out correctly for the child but will actually be spelt incorrectly. By the end of Phase 3 children will be able to represent 42 phonemes by a grapheme.

14 Can you use your phonic knowledge to sound out and therefore read these words? tighm abowt dai hert hoam

15 Phase 4 Children should be confidently reading and writing CVC words (consonant, vowel, consonant) using sounds taught so far. The purpose of this phase is to: Consolidate all the graphemes so far Move on to reading and spelling words with adjacent consonants and two or more syllables.

16 ten cvc tent cvcc trent ccvcc Now it s time for you to do some work again!

17 Year 1 Phonics Screening. June each Year. Forty words to decode. Half are real words, half are made-up eg strom. Children need to decode 32 out of 40 to pass. This is a phonics test not a reading test. If they do not pass they will receive extra help to help them pass in June of Year 2.

18 Phase 5 Revise over previous Phases, ensuring that the children are secure with previous concepts. Main Purpose of Phase 5: Children will broaden their knowledge of graphemes. They will learn new graphemes and alternative pronunciations for these and graphemes they already know. They will then learn to choose the appropriate grapheme when spelling a word. Activity Sound mats

19 Phase 6 Children should know: Most of the grapheme-phoneme correspondences. How to read hundreds of familiar words automatically. How to decode words quickly.

20 Main purpose of Phase 6: Children become more fluent readers and increasingly accurate spellers. Introduce and teach the simple past tense. Investigating and learning how to add suffixes. (e.g. adding ed, ing, er, ful, ly to the end of words) Children will look at the root or base word and spelling rules to go with them. Investigating and learning how suffixes and prefixes change words. Remembering that there are always exceptions to the rules!

21 Support for Spelling Builds on and consolidates knowledge and understanding from Letters and Sounds through investigating and using dictionaries and thesauruses. Phonemic knowledge This is the correspondence between letters and their sounds. It includes knowledge of: Phonics Spelling patterns and conventions Homophones/Homographs/Homonyms Phonological knowledge Courtesy of Adrian Bruce.com

22 Support for Spelling Morphological knowledge This is knowledge on grammatical units within words, including: Root words Compound words Suffixes Prefixes Etymological knowledge This is knowledge and understanding of where words in our language have come from. Knowing the origin of words can help with children s spelling.

23 Now it s your turn! Homonyms Homophones Homographs

24 A room in prison to exchange for money cell sell

25 Not strong for seven days Monday Tuesday Wednesday Thursday Friday Saturday Sunday weak week

26 A type of animal that grows on your head hare hair

27 Not there to listen here hear

28 To cry for a sea creature wail whale

29 Swallowed the number ate eight

30 How do children remember Spellings? VISUAL Does it look right? Writer responds to the shapes of words and the patterns of the letter-strings within words. AUDITORY Does it sound right? Learn by listening to how the phoneme is said and written. ORAL Sound it out! Recognition of the relationship between sounds and letters or groups of letters. KINAESTHETIC Can I make it? Writer makes links to the shapes of word or letter strings. Create, model, trace, write.

31 Examples Say it as you spell it dis/stinc/tion.dis-tinc-tee-on Chant/Rap difficulty=mrs D, Mrs I, Mrs FFI, Mrs C, Mrs U, Mrs LTY Highlight help - Wednesday Mnemonic with Wombats In The House necessary 1 Collar, 2 Sleeves Making it Use finger tracing with sand, corn flour paste, shaving foam, play dough etc to make your word.

32 Now try it out! queue diarrhoea separate

33 What is Dyslexia? Dyslexia is a specific learning difference which mainly affects the development of literacy and language related skills. Dyslexia is characterised by difficulties with: - Phonological awareness and processing - Rapid naming - Working memory Dyslexia should be thought of as a spectrum. 10% of the British population is dyslexic.

34 How do we support children with dyslexic tendencies? Promote high self-esteem. Multi-sensory teaching across the curriculum. Encourage use of ICT. Provide additional adult support. Timetable a memory skills group.

35 How do we support children s reading and spelling? We provide additional support in Literacy. We follow a specific programme called Alpha to Omega. We encourage the use of table top supports including individual vocabulary lists, alphabet strips and spelling dictionaries. We use Precision Teaching for reading and spelling.

36 We use dyslexia friendly fonts and paper. We have a growing number of dyslexia friendly books from Barrington Stoke. We encourage children to use reading rulers and experiment with coloured overlays. We use a positive marking policy. We encourage home and school to work in partnership.

37 Dyslexia isn t going to stop your child achieving in life! Richard Branson Alexander Graham Bell Agatha Christie Tom Cruise Albert Einstein Dustin Hoffman Bill Gates Nigel Kennedy Steven Spielberg Kiera Knightley

38 Plenary You have been shown the phases for the progression of phonics been told about how children progress on from phonics to developing their spelling knowledge shared ideas for how to promote spelling at home joined in by trying out some spelling activities for yourself a greater confidence in supporting your child at home with the knowledge of phonic phases and strategies used in school Any questions?

39 Many thanks for attending this evening s event. We appreciate your support, it really does make a huge difference to the children. Please complete your evaluation before you leave. Have a safe journey home, may you and your children have many exciting SPELLING experiences together!