Phonics Playing with sounds Skills: Rhyme Syllables e.g. clap - - PowerPoint PPT Presentation

Phonics

Playing with sounds

Skills:

• Rhyme
• Syllables e.g. clap them out in your name
• Alliteration e.g. big bright butterfly
• Swapping sounds e.g. rice (now take

away the r), all (now add a w at the beginning) etc.

Phonics is taught as an adult led session each day. Some of the language you will hear your child using:

• Phoneme – the smallest unit of sound that a word can be broken

into (mat and sheep both have 3 phonemes)

• Grapheme – how the sound is written ‘S’
• Digraph - two letters represent one phoneme ‘ch’
• Trigraph – three letters to represent one phoneme ‘igh’
• Blending – joining together of sounds in a word
• Segmenting – splitting a word into distinct sounds
• Tricky words - words that cannot be sounded out e.g. the, was,

all

Phonics

Phonics

In phonics the two main skills we teach are: blending and segmenting Phonics applied to decodable words not tricky words eg: some/he/said Remember: To say pure sounds Video: http://www.youtube.com/watch?v=BqhXUW_ v-1s

Phonics

• Phonic fingers…’how do I spell…..?’
• Each finger represents a sound
• Activity time

– dog = d o g – mat = -fighting – frog = - goats – scream = -played – light = -come

• Remember to join up at the end
• Write: refer to sound mats
• Root word then add ing/ed/s

Phonics

• Magnetic boards and multisensory learning
• Multisensory learning: moving letters and

saying sounds as child moves letters…again remember to blend sounds back to form word

Activity time

• Splash and princess…park, shark, dark and
• shell, crab, sand, monster, claw

Phonics

Activity time How many ways can you think of to make the sound ……?

Phonics and reading

• Spot the sound….be a sound detective
• Sound it out using finger buttons

– dots and dashes examples

• Put it back together again (action: hands

pushing together)

• Long words break up:

– sunbeam : s-u-n =sun and b-ea-m = beam sunbeam

Other strategies to help remember sound/letter correspondence

• Overlearning: slowly increasing sounds

children are confident with and always revising known sounds

• Passing sounds (with picture at back as

a reminder)

Phonics: Song of Sounds

• Stage 1: single sounds, digraphs and trigraphs

(a, ee, igh)

• Stage 2: Alternative spelling of sounds

(ai, ay, a_e, eigh)

• Stage 3: Support for spelling

(prefixes, suffixes, spelling rules)

Phonics Test- Year 1

• Statutory test in Year 1.
• Please don’t worry about it.
• Mixture of real and alien words which

cement the child's ability to blend diagraphs (share example).

Phonics in reading text

• Only use phonics when word is not known
• Encourage child to use context to help

decode word in text…(s)he need to decode whole word eg it was snowing and Tom made a s-n-ow-m-a-n

• If child is working too hard to decode

text then comprehension and joy is lost

Guided Reading: Skills

Read for meaning and enjoyment! Phonics is one of the skills children need when learning to read e.g.

• Chunking words or finding smaller words: um-brell-as, sea-side.
• If they find it difficult to say the sounds, say the word for them first, can they

segment the word back to you?

• Check that the word sounds like a real word.
• Could it be a tricky (irregular) word e.g. some, all.
• Character names!

Other important reading skills:

• Read on and work out the missing word
• Use of context to predict the word
• Picture clues

Your child will probably use more than 1 of these skills to help them read. All valuable techniques when reading.

Guided Reading: Teaching

How we support reading:

• Daily!
• Class split into groups depending on children’s book

bands.

• Each group works with the teacher once a week.
• Focus: phonic application, comprehension, use of

language, grammar.

• Group activities.

Examples

Phonic application

• Where’s the ‘air’ trigraph used?
• Can you spot the ‘ow’ sound?

Comprehension

• Why is the character feeling sad?
• What do you think might happen if…?

Use of language

• What adjectives does the author use to describe….?
• Why has the author used the word…?
• What other word can you think of that means the same thing?

Grammar

• What ambitious verbs (doing words) can you spot?
• How many questions can you find in the book?

Reading Response Sheets

• How we use them in school.
• A guideline for parents at home.
• They are not a checklist of skills but more

a point of reference for parents to generate ideas for questions.

• Expanding your child’s reading and

comprehension skills.

Reading at home

It’s really important that children read daily: regular reading

• pportunities for a short time, ensures that reading stays

enjoyable.

Some tips:

• Don’t correct every mistake.
• Try shared and repeated reading (particularly helpful when your child is tired).
• Use the Reading Response Books to record daily reading. However, this book can

also be used for other learning opportunities e.g. maths.

• Use the suggested activities to help support your child’s reading and for prompts
• n relevant comprehension questions to check their understanding of the book.
• We want each child to have a love of reading- therefore they need to be

exposed to a wide range of books and print. Don’t be surprised if your child comes home with the same book more than once, they choose their own books.

• Sometimes your child may choose a book that they didn’t like- this is okay if

they are able to explain why and perhaps comment in their reading response book to express their reason. It is all good learning!

Reading Response Book: Examples

Moving through the book bands

It’s about loving reading and having a real understanding on what the story is about. It is not about speed!

Any questions?