Pho Phoni nics cs Parents and Carers tr trai aining ning 8 th - - PowerPoint PPT Presentation

Pho Phoni nics cs

Parent’s and Carer’s tr trai aining ning 8th

th Fe

February bruary 201 017

Ph Phoni nics cs as as a R a Req equi uirement rement

• In

n Apri ril l 2007 “Letters and Sounds” is published lished by y the DfE fE as “materials that concentrate on activities to promote mote speaking aking and nd listen ening ing skills, ls, phonological awareness and oral blending.”

• In

n Se September tember 2011 Governmen ernment t ann nnounce nces s plans ns for statut utory ry Phoni nics cs screening ening in Ye n Year r 1

• 18

18th

th June

ne 2012 the first t Phoni nics cs screen ening ing checks cks ar are ad adminis inistered tered

Aims ms of th f the Ses e Sessio sion

• To sh

shar are how phonics ics is t s tau aught ht at at Ardl dley Hill l Acad ademy y

• To develop parent’s and carer’s confidence and

unde derst stan andi ding g of phonics cs in orde der that at they can an help p their r child ildren en with phonics ics an and r d read ading g at at home

• To teac

ach h the ba basi sis s of phonics ics an and u d unde derst stan and d the termin inolo

• logy
• To outlin

ine e the di diffe fere rent t st stag ages s in phonic c de developme pment

• To sh

show exa xample ples s of reso source ces s an and a d activitie vities s we use se at at Ardl dley Hill

• To give par

arents s an and c d car arers s opportun unities ities to as ask q questi stions s

Wh What at is is ph phoni nics? cs?

Phonics ics helps ps child ldre ren de develop p good r d read ading an and s d spellin ling by by:

• Ide

dentifying fying so sounds ds in sp spoken words ds

• Blendi

ding g phoneme mes (so sounds ds) into words ds for read ading

• Recogn

gnis isin ing g the sp spelling ing of these se phoneme mes

• Segmen

entin ting words ds i into phoneme mes s an and r d recogn gnis isin ing g the grap aphem emes es for sp spellin ling

• Synthetic

hetic phonics cs is s si simply ly the ab ability ity to co convert t a l a letter er or letter ers s into so sounds ds th that at ar are then bl blende ded d togethe her into a w a word d e.g. ch ch ch chop p sh sh sh ship ip

• Englis

lish h is is br brok

• ken do

down in into to 44 44 ph phon

• neme

mes s (sounds

• unds)
• Sayi

ying t g the he sou

• und

d cor

• rrectly

tly wit ith yo your chil ild d is is very y im impor

• rta

tant

• We say

y th the short

• rtest

est fo form of m of t the sou

• und
• https://www.youtube.com/watch?v=BqhXUW_v-1s

tu

tuh t du t duh h d d puh uh p h huh uh h h

Ter Terminol minology

• gy
• Ph

Phon

• neme

eme- Th The sma mallest llest un unit it

• f
• f s

sou

• und

nd in in a a wo word. d.

• Ho

How ma many y phon

• neme

mes s can can yo you he hear in in cat?

• Grapheme

heme- Th The le lett tter er or

• r le

lett tters rs represe esentin nting g a ph phon

• neme

me

• i

i ig igh e

Seg Segmenting menting

• Segmen

mentin ing: ‘Chopping up’ the word to spell

it it ou

• ut or

t or re read it it. Identif tifyi ying ng th the in indiv ividua idual l sou

• unds

nds in in a a s spok

• ken

en wor

• rd

e.g. . duck k d u

u ck ck

Bl Blending ending

• Ble

lendi ding ng is is recog

• gnising

nising th the le lett tter r sou

• unds

ds in in a a writ itten ten wor

• rd

Fo For ex examp mple le- c

• u

u – p Th The phon

• nemes

mes have e be been read a d and no d now th they y need to be d to be me merged ed in in or

• rde

der to to de dete termin mine e th the word

• rd

cup. .

Your turn…

Segment and blend these words…

dre drep pl plon

• n

str trib ib

No Now yo you kn know

• w how
• w th

the chil ildr dren n fe feel.

• l. A g

A goo

• od

d approa

• ach

ch is is to to a ask k th the chil ildre dren n if if th they y can help lp yo you u wit ith som

• me bl

blendi ding g at st t stor

• ry

y ti time me. At At Ar Ardl dley Hi Hill ll we we use ‘phonics play’ to to he help lp th the children to read these ‘nonsense words’.

http tp:/ ://ww www.p w.phon

• nicsp

csplay.co.uk .co.uk/P /Picnic cnicOnPlu nPluto to.htm .html

Di Digr graph aph

Onc nce children dren are good d at sing ngle le graph aphemes emes they y learn rn about ut digr graph aphs s – Two wo graphemes aphemes mak aking ing one ne phoneme neme (letters) tters) (sound) und)

A c A cons nsona nant nt di digra raph ph co cont ntain ins two wo co cons nsona nant nts sh sh ck ck th th ll ll

shoe e cl clock ck ba bath th sma mall ll

Vo Vowel wel Di Digr graph aph

• A v

A vowe wel l di digra raph ph co cont ntain ins at le least t one ne vo vowe wel

ai ai ee ee ar ar

• i

i aw aw tr train ain b beef eef ca car r co coin in p paw aw

Tr Trigraph igraph

• Th

Thre ree e graphemes raphemes tha hat t ma make ke 1 1 phon honeme eme igh igh dge (j) air ir high gh bridge ridge ch chair ir

Sp Spli lit t Di Digr graph aph

• A di

A digrap graph h in n whi hich ch two letters ters tha hat t ma make ke 1 s 1 sound und are e not t next xt to each ch

• ther

her a-e

• -e

i-e ca cake ke co cone ne b bike ike

Al Alte ternative rnative Gr Graphe aphemes mes

A A phon

• neme

me can be be sp spelle lled d in in m mor

• re th

than on

• ne wa

way Sound ‘c’ can be spelled ‘cat, t, kennel, l, ch choir’ Th The same me graph pheme eme mi might t represe esent nt mo more th than n

• n
• ne ph

phon

• neme

me

me met

Tr Trick icky y Wo Words rds

• Tri

rick cky wo word rds are re th those e wo word rds that are re not not phonet netic icall ally y de deco coda dable.

• le. The onl

nly way way these se wo word rds ca can b n be le learn rnt pr proper erly ly is is b by sig ight ht, , pra ract ctise ise and nd ex exposure ure.

• I

I go no no t to yo you p people le a all ll wa was

Ph Phoni nics cs at at Ar Ardley dley Hi Hill ll

• Every

ery chi hild ld in Pr Pre School hool ha has daily ily ph phonics ics sessions ions abo bout ut 10 minut utes es long- exposing sing the hem to environ ironment mental al soun unds, ds, pho honemes nemes and gra raphemes hemes

• Every

ery chi hild ld in FS ha has daily ly pho honics ics sessions ions abo bout ut 20 20 minut utes es long- embe bedding dding the heir ir learn rning ing acros ross s the he cur urri riculu culum. .

• Chi

hildren ldren in KS1 ha have ve daily ily pho honics ics lessons,

• ns, pho

honics ics is constan tantly tly embe bedded dded in the heir ir work rk acro ross s the he cur urri riculu culum and like ke all othe her r year ar gro roup ups s some e chi hildren ldren may re receiv ive e extra ra sup upport rt.

Wh What at do

• we

we use use?

• At

At Ardl dley Hill we follow ‘Letters and Sounds’ and su suppleme ement that at with h concise ise 4 st step phonics ics plan annin ing g an and d reso source ces s on Ph Phonics cs Play ay. .

• We al

also so use se Jo Jolly y Phonics ics to help p the child ldre ren lear arn the so sounds ds at at a m a much h fas aster rat

• ate. They

ey incorp rpora rate te ac actio ions, s, so songs a s and a d a v visu sual al st stimulus lus. . This is is a s a gr great at way ay of lear arnin ing g the so sounds ds yourse self. lf.

https tps:// ://www ww.yo .youtube.com utube.com/watch?v=OYCkBK /watch?v=OYCkBK9RTkU RTkU

Sc Scre reening ening Tes Test

The Phonics ics Scree eenin ning g Test st is a s a na national al st stat atuar ary y as asse sess ssment which ch al all pupils ls in year ar 1 a 1 are requir uired ed to complet lete. e.

• The test

st tak akes s place ace the week comme menci cing Monda day 12 12th

th June

201 017

• Child

ildren en will l si sit with h an an ad adult they y know in an an e environme ment t they y ar are relaxe axed d in an and r d read ad a se a selectio tion n of words

• ds. Some ar

are ‘alien’ an and s d some ar are real al. . The e lay ayout ut is s so somethin hing the child ildren en will l be be fam amilia iliar r with. h.

• The childr

ildren en who ac achiev ieve e the pas ass m s mar ark or ab above will l be be de deemed d to hav ave met the requir uired ed st stan anda dard.

• d. This

is mar ark has as previous usly ly be been 32/40. 0.

• Where

e childre ldren n hav ave not m met this s st stan anda dard d they y will l resi sit the test st in year ar 2.

So Sound und Bu Buttons

• ns
• Wo

Words ds hav ave so soun und bu buttons ttons be bene neath ath them m to help lp children dren to recogn

• gnise

ise the phone nemes mes and nd blend nd them to read d the word. d.

cup cup d duck uck cv cvc cv cvcc cc

Your turn…

• Using ‘sound buttons’ can you say how many phonemes

ar are in eac ach word? d?

• she

helf lf cc ccvcc vcc

• dress

ess

• string

ring

• scratch

cratch

• sh

shel elf

• dr

dress ess

• st

stri ring ng

• sc

scra ratch tch

Ph Phas ase e 1 (Pr 1 (Pre-School School)

• Childr

ildren en need d to h hear ar so sound d first st an and i d ide dentify ify so sounds ds in in everyday day life fe to help prepar are them to hear ar so sounds ds i in words ds.

• Enviro

ronme mental tal

• Inst

strume mental tal

• Body

dy Percuss ssion ion

• Rhythm

thm an and R d Rhyme me

• Allite

itera ratio tion

• Voice so

sounds ds

• Or

Oral al bl blendin ding g an and se d segmenting ting

Ph Phas ase e 2 (P 2 (Pre re-Schoo School/EYF l/EYFS) S)

• Use

se common conso sonan ants s an and v d vowels ls

• Blendi

ding g for read ading an and s d segmentin ting for sp spelling ing si simple le CVC words ds

• Unde

derst stan andi ding that at words ds ar are const structed cted from phoneme mes s an and t d that at phoneme mes s ar are represe sented ed by by grap apheme emes

• Set 1

1 – s s a t a t p p

• Set 2- i n m

m d

• Set 3- g o c

c k

• Set 4 – ck

ck e u r r

• Set 5 – h b f

b f ff ff l ll ll ss ss

Ph Phas ase e 3 3 (Pr Pre-Schoo School/ l/FS FS)

Set 6- j v w x v w x Set 7- y z z zz zz qu qu Co Cons nsona nant nt dig digra raphs phs- ch ch sh sh th th ng ng Vo Vowe wel l di digra raphs phs- ai ai ee ee ig igh

• a
• a
• ar

ar

• r

r ur ur

• w o

w oi e i ear a r air ir ure re er er

Ph Phas ase e 4 (F 4 (FS/ S/Year Year 1) 1)

• Th

This is is is unit it fo focusi sing ng on

• n con
• nso

soli lidatio dation.

• n. The

There e are no n

• new graphe

hemes mes to to l learn and the d the chil ildr dren en are now

• w fo

focuse used d on

• n apply

lying ing what t th they y have le learnt t so

• fa

far in in p phase ases s 2 an and 3. d 3.

• Adj

djacen ent t con

• nsona
• nant

t (cons

• nson
• nant

ant clu luste sters) rs)

cl cl sp sp fr fr dr dr nt nt ft ft lp lp

Ph Phas ase e 5 (F 5 (FS/ S/Year Year 1) 1)

• Gr

Graphemes emes- ay

• u
• u

ie ie ea ea

• u
• u

ir ir ue ue aw w wh wh ph ph ew ew

• e
• e

au a-e e-e i-e o

• -e u-e

Al Altern rnativ ive e Gr Grapheme emes- i

• c g

c g u u o

• w

w ie ie ea ea er er a y ch ch

• u
• u

g gard rden en gent ntle le y y yes s sky lu luck cky syll llable ble

Ph Phas ase e 6 (Y 6 (Yea ear r 2) 2)

• The mai

ain n ai aim of f Phas ase e 6 is is fo for chil ildren dren to be become me more e fluent nt reade ders rs and nd more accurate ate spellers.

• lers. They

ey recogni

• gnise

se irregularities egularities and nd become

• me more

e secure re in n le less ss common n sp spelling lling patte attern rns. s.

• Suffix, prefix, tenses, plurals, compound words…

Ho How can w can yo you hel u help p yo your ur ch chil ild? d?

• Swat!

at! Star art t gettin ing g to kn know the phonics cs so sounds ds y yourse self lf.

• Wat

atch ch the jo jolly ly phonics ics vide deos s an and u d use se the ac actio ions s at at h home when writin ing g or read ading with h your child ild.

• Exp

xplo lore re the phonics ics play ay interactive ractive gam ames s or ot

• ther webs

bsites tes- se see list st

• Load

ad u up so some ap apps- se see list st

• Look at

at tr trick cky y words ds or ch choose se a t a trick cky y word d of the week or da day for your house se

• Mag

agnetic tic letters rs

• Make up your own ‘alien’ words and draw pictures-br

brin ing g them m in!

So Somet metimes imes pho honics can nics can ma make ou ke our r da day ju y just t th that lit at little tle bit bit brighter…

An Any ques y questi tions?

• ns?