Letters and Sounds Workshop for Parents Learning Intentions To - - PowerPoint PPT Presentation

Letters and Sounds Workshop for Parents

Learning Intentions

— To understand the importance of phonics. — To get an idea of how phonics is taught BFS Naples. — To understand the progression through phonic phases and how to support and develop children’s learning. — What can I do at home?

What is phonics?

Quite simply… The sounds that make up words!

Reading and writing are like a code: phonics is one of the ways we teach the child to crack the code of reading and writing.

https://www.youtube.com/watch?v=wCLg 6DsYuyw

Why is teaching this way effective?

Phonics is important…but it is not the ONLY element of reading!

• I use the pictures to help me.
• I use punctuation to help me make

sense of what I am reading.

• I go back and read a word or

sentence again if I don’t understand it.

• I read on to see if I can work out the

meaning of a word I don’t know.

• Asking and answering questions.

PHONICS – key elements

• Correct pronunciation
• Correct vocabulary
• We all need to use the same

language at home and at school.

https://www.youtube.com/watch?v=EYx1 CyDMZSc How to say the sounds.

Some Definitions

A Phoneme This is the smallest unit of sound in a word.

How many phonemes can you hear in

cat? (CVC)

GRAPHEME

• Letters representing a phoneme

e.g. c ai igh

Children need to practise recognising the grapheme and saying the phoneme that it represents.

Once children are good with single phonemes…

• DIGRAPHS – 2 letters that make 1

sound ll ss zz oa ai

• TRIGRAPHS – 3 letters that make 1

sound igh dge

BLENDING

• Recognising the letter sounds in a

written word, for example c-u-p and merging or ‘blending’ them in the

• rder in which they are written to

pronounce the word ‘cup’

• We practise blending by putting

‘sounds buttons’ under the words

Put the sound buttons under these words

speed crayon slight toast broom foil crawl jumper

Put the sound buttons under these words

speed crayon slight toast broom foil crawl jumper

SEGMENTING

• ‘Chopping Up’ the word to spell it out
• The opposite of blending
• Use your ‘ROBOT ARMS’ or ‘Phoneme

Fingers’.

https://www.youtube.com/watch?v=S8Pe i0_joeE

Segmenting Activity

• Use your ‘robot arms’ to say how

many phonemes in each word.

• shelf
• dress
• sprint
• string

Did you get it right?

• shelf = sh – e – l – f = 4 phonemes
• dress = d - r - e – ss = 4 phonemes
• sprint = s – p – r – i – n – t = 6 phonemes
• string = s – t – r – i – ng = 5 phonemes

Summary of Phases

— Phase 1 (Nursery - on-going)

• To distinguish between sounds and become familiar with rhyme, rhythm and

alliteration.

— Phase 2 (6 weeks)

• To introduce 19 grapheme-phoneme correspondences.

— Phase 3 (12 weeks)

• To teach one grapheme for each of the 44 phonemes in order to spell simple

regular words.

— Phase 4 (4-6 weeks)

• To read and spell words containing adjacent consonants.

— Phase 5 (in Yr1)

• To teach alternative pronunciations for graphemes and alternative spellings for

phonemes.

— Phase 6 (in Yr2)

• To develop their skill and automaticity in reading and writing.

Phase 1

• Your child will be learning to:

– Have fun with sounds – Listen carefully – Develop their vocabulary – Speak confidently to you, other adults and children – Tune into sounds – Listen and remember sounds – Talk about sounds – Understand that spoken words are made up of different sounds

Phase 2

• 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

Phase 3

• Set 6: j, v, w, x
• Set 7: y, z, zz, qu
• Consonant digraphs: ch, sh,

th, ng

• Vowel digraphs: ai, ee, igh, oa,
• o, ar, or, ur, ow, oi, ear, air,

ure, er

Phase 4

• This phase consolidates

all the children have learnt in the previous phases.

Phase 5

• Children will be taught new

graphemes and alternative pronunciations for these graphemes.

• Vowel digraphs: wh, ph, ay, ou, ie,

ea, oy, ir, ue, aw, ew, oe, au

• Split digraphs: a_e, e_e, i_e,
• _e, u_e

Phase 6

• The focus is on learning spelling

rules for suffixes.

• s
• es
• ing -ed
• er
• est
• y
• en
• ful -ly
• ment
• ness

What does a Phonics lesson look like?

Revisit/review Flashcards to practice phonemes learnt so far. Teach Teach new phoneme air Practice Buried treasure Air, zair, fair, hair, lair, pair, vair, sair, thair Apply Read captions: The goat had a long beard. The quack was right in his ear.

Jolly Phonics

TRICKY WORDS

• Words that are not phonically decodable

but they are also taught in the Letters and Sounds scheme-don’t sound out! e.g. was, the, they, come

• Some words are Key words in the early

stages of reading and may be given to learn how to read and spell quickly.

What can I do at home?

• Just knowing some of this information will support you

when you are reading with your child. You will know whether or not they are able to sound out a word or whether you should tell them the word and help them be more confident and fluent.

• Find out from your child’s teacher what phase they are

working on.

• Play rhyming games, read rhyming books-ask your child

what rhymes with?

• Play blending and segmenting games
• Notice words/letters in the environment.
• Talk about what is a word/letter /sentence and locate
• Play matching pairs – with key words or individual

sounds/pictures.

• Key words or tricky words on the stairs/bingo
• Clap syllables in words
• Flashcard letters and words – how quickly can they read

them?

Resources online

http://www.letters-and-sounds.com http://www.ictgames.com Education City

Any Questions?