Six phase teaching programme from Nursery to Y2, leading into Y3 and beyond

Transcription

1 September 2016

2 Letters and Sounds Six phase teaching programme from Nursery to Y2, leading into Y3 and beyond High quality phonics teaching which underpins the development of early reading and writing skills.

3 Glossary Phoneme a unit of sound (the sound you make!) Grapheme written representation of a sound (letter or letters you write down) Digraph two letters that make one sound eg oa, or, sh

4 Phase One Begins in nursery Falls into two areas within the Early Years Foundation Stage Curriculum: o o Communication & Language Literacy

5 Phase 1 7 aspects General sound discrimination: 1. Environmental sounds listening walks 2. Instrumental sounds which instrument / matching sounds 3. Body percussion action songs / follow the sound 4. Rhythm and rhyme 5. Alliteration 6. Voice sounds 7. Oral blending and segmenting

6 Phase One Practitioners provide: Daily speaking and listening activities matched to children s abilities and interests During CIL practitioners provide a rich and varied environment to support children s language skills both inside and outdoors opportunities to explore sounds in the environment A good model of spoken language to help children to enlarge their vocabulary and learn how to structure comprehensible sentences During CIL practitioners continue to provide good example of how to speak confidently and clearly & sustain a dialogue with peers and adults.

7 Phase One (Continued) Practitioners provide: A good model of listening skills including how to make eye contact, asking relevant questions and commenting on what has been said. During CIL practitioners continue to encourage children to continue talking (to each other and to adults) without interruption to provide good evidence of a child s speaking skills spoken language and vocabulary used.

8 Entering Phase 2 Children entering Phase 2: will have already experienced a wealth of listening activities including songs, stories and rhymes. will be able to distinguish between speech sounds and will be beginning to blend and segment words orally. will be able to recognise spoken words which rhyme and provide a string of rhyming words (e.g. dog, frog & log or cat, mat & sat)

9 Phase 2 The purpose of Phase 2 is to: Teach 19 letters (phonemes and graphemes or sounds and written letter shapes). Move children from oral blending and segmenting to blending and segmenting with letters (written letters / magnetic letters). Learn to read and spell the first set of Tricky Words. (I, no, to, go, the)

10 Phase 2 Correct pronunciation of these 19 single letter sounds is crucial if children are to become success at blending to read and segmenting to spell Set 1: s a t p Set 2: i n m d Set 3: g o c k Set 4: ck e u r Set 5: h b f, ff l, ll ss

11 Phase 2 - activities Types of activities undertaken in Phase 2 are: Recognition for reading flashcards / letter fans / quick write Practising oral blending and segmentation Teaching blending for reading words & captions recognising concept of a word through use of sound buttons & robot talk

12 Phase 2 activities (continued) Types of activities undertaken in Phase 2 are: Teaching of segmenting for writing words and caption recognising concept of a word through magic fingers. e.g. pat a dog / mugs and cups / a duck and a hen / to the top of the hill Teaching and learning tricky high frequency words. Introducing two syllable words for reading and writing e.g. sun set

13 Entering Phase 3 Children entering Phase 3: will know first 19 letters (phonemes and graphemes or sounds and written letter shapes). will be able to read and spell a variety of VC and CVC words. will be able to read and spell simple captions using two and three letter words. will know first set of Tricky Words (I, no, to, go, the)

14 Phase 3 The purpose of Phase 3 is to: teach a further 25 graphemes, most of them comprising of two letters (eg. oa). learn to represent each of the phonemes using a grapheme. continue to practise CVC blending and segmenting skills learn to apply their knowledge to read and spell two-syllable words and captions. begin to learn the letter names during this phase. read and spell more tricky words and to read simple sentences.

15 Phase 3 Correct pronunciation of these 25 letter sounds is crucial if children are to continue to be successful at blending to read and segmenting to spell: Set 6: j v w x Set 7: y z, zz qu Consonant digraphs: ch sh th ng Vowel digraphs: ai ee igh oa OO/oo ar or ur ow oi er ear air ure

16 Phase 3 consonant diagraphs ch: chop chin check such rich chicken sh: shop shed shell fish shock hush th: voiced - them then that this with unvoiced - thin thick ng: ring hang song wing king strong

17 Phase 3 vowel diagraphs ai: wait rain tail pain ee: see feel seem keep igh: high sigh might night flight tonight oa: coat loaf soap toad boat OO: foot cook good book hood oo: zoom moon food rooftop

18 Phase 3 Tricky Words New Tricky Words are introduced and children learn to recognise these words by sight - to read and spell he she we me be was my you they her all are

19 Entering Phase 4 Children entering this phase: will be secure in recognising and representing the phonemes and graphemes they have learned in Phases 2 and 3. will continue to practise blending as a means to decode and read unfamiliar words and segmenting as a means to spell and write unfamiliar words. will have a growing sight and spelling vocabulary of everyday / high frequency / common Tricky Words.

20 Phase 4 The purpose of phase 4 is to: consolidate children s knowledge of graphemes in reading and spelling words containing adjacent consonant and polysyllabic words. encouraged children to read and to write longer sentences using the phonic knowledge gained during ph 2 and ph3 and their knowledge of reading and spelling Tricky Words correctly. help children to read with increasing fluency (less dependency on decoding every single word), speed and accuracy. help children to write with increasing confidence and representing sounds correctly. They are making phonetically plausible attempts at spelling unfamiliar words and adventurous vocabulary eg. special, princess etc NB: There isn t any new teaching material at this stage except for tricky words.

21 Phase 4 Tricky Words so have like some come here there little one do when out what

22 Teaching sequence Phonics Lesson Introduction learning objective and criteria for success Revisit and Review Look at previous learning Teach Introduce new material through hear it and say it / see it and say it / say it and write it Practise Look at reading and spelling words using the new letter / tricky word Apply Reading or writing of a caption using one or more tricky words and words containing the new letter Assess against the criteria

23 Learning to blend to read Use Sound buttons & Robot Talk. Children are taught that each phoneme that can be heard orally in a word needs to be represented using one grapheme to spell / write the word. c a t (3) p i g (3) h a n d (4)... (3)... (3).... (4)

24 Learning to blend to read (continued) By Phase 3 children learn that one phoneme can be represented using two letter shapes to write we do this by using sound lines as well as buttons: e.g. ch op (4) l igh t (5) ch im p a n z ee (10).. (3).. (3) (8)

25 How you can help Reading: both home and school books (encourage blending) Green sounds book: practise sounds in book regularly, making sure children say sound and not letter name. Word boxes: let children blend each word first but encourage sight reading if able. Practise writing in purple book. Tricky words: learn by sight, practise orally and spell them in purple book.