Phonics, Reading and Writing ~ October 2016

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1 Phonics, Reading and Writing ~ October 2016

2 Mrs Hill Mrs Clarkson

3 In this session we aim to cover some key areas of Phonics, Reading and Writing that will help you with your children to progress. Phonics Reading Writing Please ask questions at anytime so that we can be sure you are well informed. Before you leave today we would appreciate the evaluation form on your tables being completed. ~ Thank you ~

4 What do we mean by Phonics? It is the process of breaking down words into units of sounds. Phonemes are units of sounds. There are over 40 sounds. Combinations of 1, 2, 3 and 4 letters can be units of sounds. Split digraphs magic e!

5 Help your child by listening and reading with them to SPOT the units of sound as a route to decoding the words. For instance (to name but a few!) : 26 individual letter sounds: a,b,c,d,e,f,g,h,i,j,k,l,m,n,o,p,q,r,s,t,u,v,w,x,y,z 2 letter Combinations: ck, ff, ll, ss, zz, qu, ch, sh, th, ng, ai, ee, oa, oo, ar or, ur, ow, oi, er, ay, ou, ie, ea, oy, ir, ue, aw, wh, ph, ew, oe 3 and 4 letter combinations: igh, ear, ure, air, ough Split digraphs: a-e, e-e, i-e, o-e, u-e

6 Next June your child will be taking the statutory Phonics Screening test. This screening was introduced in 2012 as an assessment for all Year 1 children. It is a Statutory requirement that all children aged 5 and 6 must do. It is short test of a mixture of 40 real words and nonsense words that children read. They will need to decode and blend in order to read approximately 34 words. It is a Pass or Fail assessment where you will be informed of the result along with the end of year report. It is carried out by ourselves on a one to one in a quiet calm way.

7 As well as decoding and reading REAL words children will also be able to use and apply their phonic knowledge to read NONSENSE/ALIEN words. Whilst it seems strange to do this, it shows that children become detectives by using their phonic knowledge to decode and blend. Let us look at some of the words!

8 Year 1 Nonsense and Real Words

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46 giving

47 pumpkin

48 fighters

49 reaching

50 We are giving a Sound Mat to everyone with an example to help you to support your child. If at anytime you are unsure of the sound that the letter combinations make please ask us at anytime after school and we will be happy to help. Our Super Spellers challenges each week are also ways to encourage the children to put into practice what we are teaching. Whilst it seems Challenging, the children quickly learn these skills. They become embedded so they go on to be good writers.

51 Reading is an essential every day activity. We encourage you to sit with your child as much as you possibly can. 5 Minutes a day snuggled up together is better than none at all. There are lots of sight words that we encourage children to read on sight as many cannot be decoded e.g. said was

52 We teach children to be able to: Read words with s, -es, -ing, -ed, -er and est endings Real words with contractions e.g. I m, I ll, we ll as well as understanding that the apostrophe represents the omitted letter(s). Read aloud, accurately that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words. Re read books to build up their fluency and confidence in word reading.

53 We teach children to be able to: Become very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristics. Making inferences on the basis of what is being said and done. Learning to appreciate rhymes and poems, and to recite some by heart. Discussing word meanings, linking new meanings to those already known.

54 Children entering Year 1 generally develop at a slower pace with their writing than their reading. This is because they need to encode the sounds they hear in words (spelling skills), develop the physical skill for handwriting and learn how to organise their ideas in writing. We need to focus on developing children s vocabulary and use a variety of grammatical structures, giving particular support to pupils whose oral language skills are still developing.

55 We teach children to be able to: Re-read what they have written to check that it makes sense. Discuss what they have written with the teacher or other pupils. Punctuating sentences using question marks or exclamation mark. Using a capital letter for names of people, places, the days of the week and the personal pronoun I. Joining words and joining clauses using and.

56 We teach children to be able to: Spell words containing each of the 40+ phonemes already taught Spell common exception words (Tricky words) 45 The days of the week with the capital letter Naming the letters of the alphabet in order Using letter names to distinguish between alternative spellings of the same sound

57 We teach children to be able to: Division of words into syllables The sound tch e.g. catch, fetch, kitchen etc (exceptions: rich, which, much, such) Adding s and es to words (plural of nouns and the third person singular of verbs) Adding the endings ing, -ed and er to verbs where no change is needed to the root word

58 We teach children to be able to: Adding er and est to adjectives where no change is needed to the root word Adding the prefix un- unhappy, unfair, unlock Compound words football, playground, farmyard etc

59

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