To have a better understanding of what phonics is. To have a better understanding of what is taught at each phonics phase

Transcription

1 Phonics

2 Aims of this evening: To have a better understanding of what phonics is To have a better understanding of what is taught at each phonics phase To understand better how we teach phonics

3 What is phonics? Phonics is the tool kit to word recognition. Automatic reading of all words decodable and tricky is the ultimate goal. Phonemes the smallest unit of sound in a word Graphemes the way these sounds are written Digraph two letters that make one sound e.g. sh ai th Trigraph three letters that make one sound e.g. igh Split digraph this as a letter that splits the two letters in the digraph e.g make

4 Segmenting splitting up whole spoken words into individual phonemes to spell Blending merging individual phonemes together into whole words to read Tricky words words that cannot be sounded out High frequency words Then using these to blend for reading and segment for spelling Letters and Sounds _ Resource published by Department for Education and Skills 2007 Systematic programme for teaching phonic skills

5 When does it begin? Phase One Before children can begin to learn the sounds and letters they need to be able to Listen attentively and discriminate between sounds (auditory discrimination) Listen and remember sounds (auditory memory and sequencing) Talk about sounds (developing vocabulary and language comprehension).

6 Exploring the sounds in words as opportunities arise throughout the course of the day s activities Planned adult-led sessions with whole class and groups Children s curiosity in letter shapes and written words is fostered throughout Phase One Oral blending and segmenting the sounds in words Recognising alliteration (words that begin with the same sound) is important as children develop their ability to tune into speech sounds Rhyming

7 Structure of a phonics lesson Revisit / Review Teach Prac0se Apply

8 Phase two The purpose of this phase is to teach at least 19 letters, and move children on from oral blending and segmentation to blending and segmenting with letters. By the end of the phase many children should be able to read some VC and CVC words and to spell them They will be introduced to reading two-syllable words and simple captions. They will also learn to read some high-frequency tricky words

9 Phase 2 s a t p i n m d g o c k ck e u r h b f, ff l, ll ss Tricky Words: the, to, no, go, into

10 Phase 3 The purpose of this phase is to teach another 25 graphemes, most of them comprising two letters (e.g. oa) Children also continue to practise CVC blending and segmentation in this phase and will apply their knowledge of blending and segmenting to reading and spelling simple two-syllable words and captions. They will learn letter names during this phase, learn to read some more tricky words and also begin to learn to spell some of these words.

11 Phase 3 j, v, w, x y z, zz qu Digraphs (two letters that make one sound) Trigraphs (three letters that make one sound) ch chip ar farm sh shop or for th thin/then ur hurt ng ring ow cow ai rain oi coin ee feet ear dear igh night air fair oa boat ure sure oo boot/look er corner Tricky words: he, she, me, we, be, was, they, you, are, all, my

12 Phase 4 Children entering Phase Four will be able to represent each of 42 phonemes by a grapheme, and be able to blend phonemes to read CVC words and segment CVC words for spelling. They will have some experience in reading simple polysyllabic words and captions. They will know letter names and be able to read and spell some tricky words. The purpose of this phase is to consolidate children s knowledge of graphemes in reading and spelling words containing adjacent consonants and polysyllabic words.

13 Phase 4 e.g. spot s p o t CCVC next n e x t CVCC and also polysyllabic words: thundering, Tottenham, chimpanzee Tricky words: one, said, some, come, do, were, when, have, there, out, like, little, what

14 Phase 5 The purpose of this phase is for children to broaden their knowledge of graphemes and phonemes for use in reading and spelling. They will learn new graphemes and alternative pronunciations for these and graphemes they already know, where relevant. Children become quicker at recognising graphemes of more than one letter in words and at blending the phonemes they represent. When spelling words they will learn to choose the appropriate graphemes to represent phonemes and begin to build word-specific knowledge of the spellings of words.

15 Phase 5 Split digraph a-e: make e-e: Steve i-e: time o-e: note u-e: tune Alternative pronunciations for graphemes e.g. got, giant, Yes, by, very.

16 row I row my boat on the lake.

17 The School Sale It was the day of the school sale. Mum could not go as she had a pain in her knee, so Gran said she would take Kate and Wayne. They could not wait! The Old Pony Joe, the old pony, was in his field. He was so old and slow that nobody rode him anymore. The wind was blowing. He felt cold and lonely.

18 The School Sale It was the day of the school sale. Mum could not go as she had a pain in her knee, so Gran said she would take Kate and Wayne. They could not wait! The Old Pony Joe, the old pony, was in his field. He was so old and slow that nobody rode him anymore. The wind was blowing. He felt cold and lonely.

19 Phase 6 By the beginning of Phase Six, children should know most of the common grapheme phoneme correspondences (GPCs). They should be able to read hundreds of words, doing this in three ways: reading the words automatically if they are very familiar; decoding them quickly and silently because their sounding and blending routine is now well established; decoding them aloud. Children s spelling should be phonemically accurate, although it may still be a little unconventional at times. Spelling usually lags behind reading, as it is harder. During this phase, children become fluent readers and increasingly accurate spellers.

20 A few children may be less fluent and confident, often because their recognition of graphemes consisting of two or more letters is not automatic enough. Such children may still try to use phonics by sounding out each letter individually and then attempting to blend these sounds (for instance /c/-/h/-/a/-/r/-/g/-/e/ instead of /ch/-/ar/-/ge/). They learn about the past tense which can be regular or irregular e.g play played go went Say - said

21 Phase 6 Continue to consolidate and apply phases 2 5 Children need fluency in recognition of graphemes of 2 or more letters (digraphs) e.g. child to see digraphs in words - c/ar/p/ar/k Past tense (regular and irregular e.g. go-went, saysaid) Understanding of verbs, nouns, adjectives Greater knowledge of the spelling system Adding suffixes to words ed, ing, er, est, ly, y, ful, ment, ness, en, s/es

22 Any Questions?