Transcript Welcome Letters and Sounds Information Evening 2011

Letters and Sounds Information
Session
2014
•Letters and Sounds is a phonics resource published by
the Department for Education and Skills in 2007.
•It aims to build children's speaking and listening skills in
their own right as well as to prepare children for learning
to read by developing their phonic knowledge and skills.
Phonics at a glance
Phonics is…
Skills of
segmentation and
Blending
(hearing and saying
sounds)
Knowledge of
the alphabetic
code.
Phonics Consists of:
• Identifying sounds in spoken words
• Learning the Letter Sounds.
• Blending phonemes (letter sounds) into words for reading.
• Segmenting words into phonemes(letter sounds) for spelling.
•Learning tricky words – words that are not decodable.
A phoneme (We refer to these as the letter Sounds)
This is the smallest unit of sound in a
word.
How many phonemes can you hear in
cat?
A grapheme (we refer to these as the sound
buttons or the letters that make the sound)
These are the letters that represent the
phoneme.
The grapheme could be 1 letter, 2 letters or
more! We refer to these as sound buttons.
t
ai
igh
CVC words e.g cat CCVC words e.g trap CVCC words e.g must
• Singing nursery rhymes
•Sharing and talking about stories/rhymes/poems and
songs
•Listening out for different sounds in the environment
•Alliteration- Peter Piper Picked a peck of pickled
pepper, Harry Hamster has a hat etc
•Playing what’s in the box or bag- to distinguish
between different initial letter sounds
•Playing ‘Sound / Robot talk game- eg I spy a c-a-t
•Using sound talk in daily routine- eg Can you find your
s-o-ck?, Can you pass me the f-or-k?
•Playing Simon Says- using sound talk
Phase 2
(Foundation Stage)
• Blending for reading and segmenting for
spelling.
•Continue to practise sound talk.
• Learning the first letter sounds.
• Learning to read and write simple *VC and CV words then
CVC words eg. at, is, to, sat, sip etc
• Beginning to learn the tricky words.
* V- Vowel
C- Consonant
Set 1 - s, a, t, p,
Set 2 - l, n, m, d,
Set 3 - g, o, c, k,
Set 4 - ck, e, u, r,
Set 5 - h, b, f, ff, l, ll, ss
http://www.letters-and-sounds.com/phase2-initial-sound-game-1.html
• Recognising the letter sounds in a written
word e.g c-u-p sh-ee-p.
• Merging them into the correct order to
pronounce the word cup and sheep.
cup
http://www.phonicsplay.co.uk/BuriedTreasu
re2.html
sheep
• Hear and say (sound talk) the individual sounds
in a spoken word (e.g. h-i-m, s-t-or-k) and
writing down letters for each sound (phoneme)
to form the word him and stork.
•Encourage children to hear the sounds and
write these eg
woz
sed
frends
• Words that are decodable can be sounded
out eg. dad, mum, did
•Should become sight words
• Words that cannot be sounded out eg. the,
to, I, said, they, to, go, my
•Need to be able to read them on sight.
•Important to practice regularly.
Spelling and Reading
•Magnetic Letters to support recognition of sounds
• Make little words together- eg it, up, am top, dig, am, run.
As you select the letter sounds say them aloud ‘a-m’- am,
‘m-e-t- met’
•Continue practising ‘Sound Talk’.
•Model sounding out words in reading books and support
children to do this by pointing to each letter sound
(blending for reading). Eg cat, sit
•Play online games
The purpose of this phase is to:
•teach more graphemes, most of which are made of two
letters, for example, ‘oa’ as in boat
•practise blending and segmenting a wider set of CVC
words, for example, fizz, chip, sheep, light
•Learn all letter names and begin to form them
correctly- alphabet song
•Read more tricky words and begin to spell some of
them read and write words in phrases and sentences.
Set 6 – j, v, w, x
Set 7- y, z, zz, qu
ch, sh, th, ng
ear, air, ure, er, ar, or, ur, ow, oi, ai, ee, igh, oa,
oo- long and short
•Sing an alphabet song together.
•Play ‘I spy’, using letter names as well as sounds.
•Continue to play with magnetic letters, using some of the
two grapheme (letter) combinations:
blending for reading
r-ai-n = rain
b-oa-t = boat
h-ur-t = hurt
segmenting for spelling
rain = r-ai-n
boat = b-oa-t
hurt = h-ur-t
•Praise your child for trying out words.
•Continue to practise reading and spelling the tricky words.
•Play games to support reading and writing.
•http://www.ictgames.com/tellAtRex_v3.html
•Consolidation unit. There are no new graphemes
to learn. Continue to revise the previously
taught letter sounds.
•Reading and spelling of tricky words continues.
• Segmenting and spelling and reading more
complex words e.g. went, frog, stand, shrink,
jumps
•Using alternative ways of pronouncing and spelling the
graphemes corresponding to the long vowel phonemes.
•Spelling more complex words using phonetically plausible
attempts. For example, hows (house), shoo (shoe) sinemar
(cinema)
•Continue to revise previously taught letter sounds
•Continue to learn tricky words and the High Frequency
words- be able to read on sight and spell.
ay day, ou out, ie tie,
ea eat, oy boy, ir girl, ue blue, aw
saw,
wh when, ph photo,
ew new, oe toe,
au Paul
Year 1 phonics screening
• All children tested in the Summer Term.
• Nonsense words are included and
children should recognise these are not
real words.
• Results are sent out to parents in end
of year reports.
• Focuses on spellings and learning all the
spelling rules. (adding ed, ing)
•With revision of Phase 5 Letter sounds
•Spelling of all tricky words
http://www.hamilton.essex.sch.uk/
www.twinkl.co.uk
Link to lots of printable resources!
• word puzzles/games- Hangman,
wordsearches, finding words within words,
pairs games
•Reading- books, comics, poems, songs etc
•Supporting children with spelling- modelling
•Have Fun!