Phonics and Key Person Open Evening
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- Hubert French
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1 Phonics and Key Person Open Evening
2 Letters and sounds is a six phase teaching programme which starts from Nursery and continues to be taught primarily within Key Stage 1 and within Key Stage 2.
3 Within the Nursery age children will begin learning phonics at Phase 1. When secure with this they can progress through Phase 2 where they will learn initial sounds. In Reception children will learn through Phase 2, 3 and 4. In Year1 children will learn many alternative spellings for the same sounds. This will prepare them for the Phonics Screening Check in June. In Year 2 children will learn about prefixes and suffixes along with grammar and spelling rules. Phase 6 continues throughout KS2.
4 Introduction Objectives and criteria for success Revisit and Review Teach Practise Apply Assess learning against criteria
5 Terminology used by the children and staff... Phoneme This is the smallest unit of sound in a word. We generally use 44 phonemes in spoken English. Grapheme This is a symbol for a phoneme. It is a letter or group of letters which represent a sound. Digraph This is when two letters represent one sound. This is a two letter grapheme. For example in /sh/ in push and /oa/ in boat.
6 Trigraph This is a three letter grapheme, where three letters represent one sound. For example igh in knight. Segmenting This involves a word being broken down into phonemes. For example d/ay. Blending This involves phonemes being put together to read a whole word. For examples s/a/t.
7 Phase 3 The main individual letter phonemes have now been learnt, and children are reading CVC words independently Phase 3 teaches children to learn the graphemes (written sounds), made up of more than one letter, eg: oa as in boat Your child will also learn all the letter names in the alphabet and how to form them correctly. Sound buttons
8 Phase 3 Read more tricky words and begin to spell some of them. Read and write words in phrases and sentences. Set 6: j v w x Set 7: y z zz qu Set 8: ch sh th ng Teach: ai ee igh oa oo ar or ur ow oi ear air er
9 How can I help? Sing an alphabet song together Play I spy Play with magnetic letters, using some twographeme (letter) combinations, eg: r-ai-n = rain blending for reading rain = r-ai-n segmenting for spelling Praise your child for trying out words Ask for a list of tricky words Create phonic games with a timer Play pairs
10 Phase 4 This is a consolidation unit. There are no new graphemes to learn. Reading and spelling of tricky words continues. Tricky words such as they, have, little. Words featuring 4 or more sounds such as damp or stamp.
11 Children will broaden their knowledge of graphemes and phonemes throughout Phase 5. They will learn alternative pronunciations of graphemes including split digraphs.
12 New graphemes for reading: ay day oy boy wh when a-e make ou out ir girl ph photo e-e these ie tie ue blue ew new i-e like ea eat aw saw oe toe o-e home au Paul u-e rule
13 We explain to children that the letters within the split digraphs always stay together and therefore always make the same sound. Therefore when a letter tries to come between the split digraph letters they continue to hold hands so make the same sound still!
14 Tricky words: oh their people Mr Mrs looked called asked water where who again thought through work mouse many laughed because different any eyes friends once please
15 Children working at Phase 6 can read hundreds of words automatically. Children can decode words quickly and silently. Children s spelling will be phonemically accurate. During this phase children become fluent readers and increasingly accurate spellers. Children will learn different spelling rules when adding prefixes and suffixes for example, Therefore, the spelling rule for adding ed to tap is to double the last consonant and then add ed. This is because there is a single consonant at the end of the word tap. This is only one rule and there are many more rules just for the suffix ed!
16 Strategy Syllables Base Words Analogy Mnemonics Explanation To learn a word by listening to how many syllables there are so it can be broken into smaller bits. (e.g. Sep-tem-ber) To learn a word by finding its base word. (e.g. jumping-base word jump +ing To learn a word use a word that is already learnt. (e.g. could, would, should) To learn a word by making up a sentence to help remember them. (e.g. could OU Lucky Duck; people eat orange peel like elephants
17 The aim is to check that a child is making progress in phonics.
18 vap thazz snemp may rest chin
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