Perseverance, Courage and Integrity. EYFS Family Learning Phonics. Tuesday 4 th October 2016

Transcription

1 Perseverance, Courage and Integrity EYFS Family Learning Phonics Tuesday 4 th October 2016

2

3

4 How do we learn to read? Whole Word recognition Context of the sentence/word But the main strategy is: Phonics the link between letters and the sounds they make

5 Government Policy Rose report 2006 confirmed that high quality phonic work should be the prime means for teaching beginner readers to read (and spell). Also highlighted the importance of developing children s speaking and listening skills (emphasised in New Curriculum 2014) Year 1 and Year 2 Phonics test since 2011

6 Phonics We use a highly structured programme which works through 6 progressive phases where children are taught: the full range of common letter/sound correspondences to hear separate sounds within words to blend sounds together tricky words reading and spelling

7 Letters and Sounds DfE Programme for teaching phonics Organised in 6 Phases Phase 1 to 4 are taught in Nursery and Reception Phase 5-6 are taught in Year 1 and Year 2.

8 Phase 1 Prepares children for reading through teaching and experiences linked to: Rhythm and rhyme Sound-object correspondence Sound talk and oral blending Sound and rhyme matching games Music and body percussion

9 Key terminology Phonemes: the smallest units of sound that are found within a word Grapheme: what the phoneme looks like when it is written down Digraph: two letters that make one sound (e.g. sh) Trigraphs: three letters that make one sound (e.g. igh) CVC: stands for consonant, vowel, consonant. (e.g. cat) Segmenting: breaking up a word into its sounds. Blending: putting the sounds together to read a word Tricky words: words that cannot easily be decoded. (the/i/was)

10 Phase 2 Introducing sounds (phonemes) and their grapheme (what we write to represent a sound/phoneme /s/a/t) Blending sounds to read Segmenting sounds to write Tricky words Using Jolly Phonics songs and rhyme to recall sounds Letter formation pictures to recall how to write grapheme

11 Phase 2 Children will learn their first 19 phonemes: s a t p i n m d g o c k ck (as in duck) e u r h b l f ff (as in puff) ll (as in hill) ss (as in hiss) They will use these phonemes to read and spell simple consonant-vowel-consonant (CVC) words: sat, tap, dig, duck, rug, puff, hill, hiss All these words contain 3 phonemes.

12 Phase 3 Children will learn another 26 phonemes: 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 They will use these phonemes (and the ones from Phase 2) to read and spell words: chip, shop, thin, ring, pain, feet, night, boat, boot, look, farm, fork, burn, town, coin, dear, fair, sure

13 Oral blending Hearing a series of spoken sounds and merging (blending) them together to make a spoken word e.g. when children hear b/u/s they will say bus. This skill is usually taught before blending with printed words Once children are able to orally blend they will recognise the letter sounds in a written word, e.g. c-u-p and blending them in the order which they are written, to read the word cup.

14 Blending Children need to be able to hear the separate sounds in a word and then blend them together to say the whole word /b/ /e/ /d/ = bed /t/ /i/ /n/ = tin /m/ /u/ /g/ = mug

15 Using sounds in writing Skills from reading are applied in writing to sound out words. This is also called segmenting words to hear the sounds Play writing and mark making Building the skill then of which grapheme to choose from those learnt including spelling patterns. Having a go is more important than getting it right. Learning the spellings of tricky words.

16 Segmenting Children need to be able to hear a whole word and say every sound that they hear bed = /b/ /e/ /d/ tin= /t/ /i/ /n/ mug= /m/ /u/ /g/

17 Mark making to writing

18 Handwriting Handwriting is practised throughout. RWI rhymes used to teach correct formation. Learning the cursive script to aid joining later Digraphs are taught as joined. Joins in Year 1/ 2 which are then practised in Key Stage 2 to ensure a fluent joined script by Year 5 and 6.

19 Phase 4 Consolidation of their learning No new sounds are introduced Practising blending for reading and segmenting for writing words with adjacent consonants spot, trip, clap, green, clown, tent, mend, damp

20 Phases 5 and 6 These phases are taught in Year 1 and 2. New graphemes for reading and spelling and learning best fit spellings. E.g. ai, a-e, ay - all make the same sound in words Read and spell more tricky words. Recognising phonic irregularities and becoming more secure with less common grapheme phoneme correspondences. Applying phonic skills and knowledge to recognise and spell an increasing number of complex words. Introducing and teaching the past tense Investigating and learning how to add suffixes

21 How can you support at home? Watch the videos! Learning Sounds booklet This includes letter cards and suggested games/activities to support learning in a fun and active way. Try to practise little and often 5/ 10 minutes an evening

22 How can you support at home? Blending Sounds booklet Blending taught phonemes to read words. A good strategy to emphasise with children is to stretch the middle vowel sound. Practice makes perfect so keep it short and snappy but often! Home/ school booklet Blending Words gives more suggestions.

23 How can you support at home? Tricky words booklet What s tricky? Common words don t follow the rules!! E.g. the, to, she, you, no It s important to explain the changes in sounds and how some words are tricky to sound out Children remember by shape/ letter order

24 Sound sheets As we learn a new sound/s we will send home a sheet which gives your child the opportunity to practise writing the sound and identifying the sound within words. You can keep these sheets at home so that you can refer to the sounds and what they look like when necessary.

25 Books to be sent home: A published scheme book. At first picture books will be sent to discuss story and develop understanding of how stories/ books work followed by simple text reading books. When using these emphasise blending sounds to read words before building to reading with fluency and understanding. Ask questions about the story to check your child s understanding of what they have read.

26 Why ask questions? Once fluency is gained, comprehension is the main focus of teaching but this needs to be incorporated even in the early stages of reading. This ensure children have really understood what they have read and are not just reading parrot fashion.

27 Different types of questions Information retrieval What did the Bears do when the porridge was ready? Summarising Can you tell me what happened in the story? Character motivations Why did Goldilocks go into the three bear s house? Reading between the lines Why did Goldilocks stamp her foot in that part of the story?

28 What happens in school? Phonics Teaching: Daily sessions in Reception, Year 1 and Year 2. Children learn new sounds, practise reading and writing words and sentences using their phonics. Extra sessions are given if children are finding certain sounds difficult to ensure they catch up with the rest of the class. Individual Reading: Children read a scheme book at their level one on one with the teacher/ teaching assistant weekly- this book is then sent home to consolidate and practise their reading skills. Comments are included in their yellow reading diaries please add your comment too. Children will also get a Next Step sticker for you to work on with your child at home. Adult-led phonics activities: Children will use a variety of pictures to discuss, phonic games, reading captions/sentences and books to focus on their specific needs.

29 Don t forget Learning to read and write should be fun for both children and parents.

30 Any Questions?