Phonics Workshop. Thornhill Early Years Foundation Stage Presented by Clare Knowlden

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1 Early Reading Research ERR Phonics Workshop Thornhill Early Years Foundation Stage Presented by Clare Knowlden

2 What will you learn? Letters and Sounds resource Phase 1 Games children play at school Phase 2 and the ERR programme

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4 Phase 1 Phase One of Letters and Sounds concentrates on developing children's speaking and listening skills and lays the foundations for the phonic work which starts in Phase 2. Children need excellent listening skills to access phonics

5 Games to Play at Home Whisper instructions so that your child has to listen more carefully Play hide and seek with a toy that has a sound inside After you have given your child an instruction ask your child to say it back to you Play Chinese whispers Try to create quiet time when there is not any background noise

6 Phase 1 is divided into seven aspects. Activities within the seven aspects are designed to help children: 1. Listen attentively 2. Enlarge their vocabulary 3. Speak confidently to adults and other children 4. Discriminate phonemes 5. Reproduce audibly the phonemes they hear, in order, all through the word 6. Use sound-talk to segment words into phonemes.

7 Aspect 1 - General sound discrimination - environmental The aim of this aspect is to raise children's awareness of the sounds around them and to develop their listening skills. Activities suggested in the guidance include going on a listening walk, drumming on different items outside and comparing the sounds, playing a sounds lotto game.

8 Listening walk Listening moments Sound lotto

9 Aspect 2 - General sound discrimination - instrumental sounds This aspect aims to develop children's awareness of sounds made by various instruments and noise makers. Activities include comparing and matching sound makers, playing instruments alongside a story and making loud and quiet sounds.

10 Which instrument?

11 Aspect 3 - General sound discrimination - body percussion The aim of this aspect is to develop children's awareness of sounds and rhythms. Activities include singing songs and action rhymes, listening to music and developing a sounds vocabulary.

12 Follow the sound round the circle.

13 Aspect 4 - Rhythm and rhyme This aspect aims to develop children's appreciation and experiences of rhythm and rhyme in speech. Activities include rhyming stories, rhyming bingo, clapping out the syllables in words and odd one out. Young children find rhyming words quite difficult.

14 Clap the syllables in your name. Can you clap: umbrella? elephant? pencil? binoculars?

15 Rhyming Read as many rhyming stories and poems as possible, leave out the final word when reading a familiar rhyme and encourage your child to complete the rhyme Talk in rhyme e.g. it s time for bed don t bump your head Add silly descriptions to your child s name e.g. Charlie Farlie, Anna Banana

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17 Aspect 5 - Alliteration The focus is on initial sounds of words, with activities including I-Spy type games and matching objects which begin with the same sound.

18 I spy with my little eye Something beginning with the sound

19 Aspect 6 - Voice sounds The aim of this aspect is to distinguish between different vocal sounds and to begin oral blending and segmenting. Mouth movements blowing, sucking, tongue stretching and wiggling. Practising these movements (to music) is fun and helps children with articulation Making sounds and copying sounds Wheee! Boing, boing; sssssss; shshshsh; mmmoooo; chchchch; zzzzzz;

20 Use different voices to add sounds to stories The teacher sounds out the name of the object /c/-/u/-/p/ cup, with the children joining in. Segmenting can be done throughout the day e.g. stand /u/p/ /s/i/t/ /d/o/w/n/ Put on your /c/oa/t/

21 Chain games

22 Oral blending and segmenting The main aim is to develop oral blending (also called synthesis) and segmenting skills. To practise oral blending, the teacher would say some sounds, such as /c/-/u/-/p/ and see whether the children can pick out a cup from a group of objects. For segmenting, the teacher could hold up an object such as a sock and ask the children which sounds they can hear in the word sock.

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27 Try to say the sounds in words.

28 Moving on.. Letters and sounds activities complement ERR learning Learning letter sounds. The smallest unit of sound is called a phoneme e.g. /a/; /ch/; /oa/ In nursery we begin with initial sounds PRACTISE Hear it - my turn, together, your turn See it - my turn, together, your turn

29 Oral blending and segmentation These skills were introduced in Phase One. Blending and segmentation is the opposite of one another and need regular practise during Phase Two but blending and segmentation with letters should replace oral blending and segmentation as soon as possible

30 Blending (synthesis) skills Blending is the phonological skill most closely linked to the reading process Blending is the skill of being able to put sounds together to make words in the absence of print E.g. a/t/ = at, /c/a/t/ = cat, /t/w/i/g/ = twig

31 PRACTISE Hear then say my turn, together, your turn Word cards and/or magnetic letters a t = at i n = in c-a-t = cat d-o-g = dog

32 Important Points Ensure the words directly follow the sounds Do not say l-e-g makes leg, or l-e-g says leg, as this breaks up the natural process found in teaching

33 Segmentation Segmentation is the phonological skill most closely linked to the spelling process Segmentation is the skill of being able to spilt words up into sounds in the absence of print e.g. hot = h-o-t, c-l-a-p = clap

34 Important Points Ensure the sounds directly follow the words Do not say bat is made up of b-a-t, as this breaks up the natural process found in spelling Ensure the children repeat the word before giving the sound

35 PRACTISE My turn, together, your turn it = i-t pat = p-a-t Can you do it with a partner? am log

36 Phonic Skill Children pass through several different stages as their phonic skills develop Children begin by learning letter-sound correspondences When the children know all 26 letter sounds fluently, they progress to learning to read phonically regular words (where each phoneme is represented by a single grapheme, e.g. at, mum, black, thin, shut, coat

37 Sequence for Introducing Phonological and Phonic Skills Letter sounds VC CVC CVCC CCVC CCVCC CVCe Letter combinations

38 Reading and Spelling Phoneme frames and sound buttons Quick write Full circle sat, sit, sip, tip, tap, sap, sat Reading captions

39 Maths Handwriting Reading Future meetings Dates to be announced Is there anything you would like to know more about The Early Years Foundation Stage?

40 Thank you Any questions?

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