Transcript How to help at home - Talbot Primary School

Year 1
Phonics workshop
How can you read this?
• I cnduo't bvleiee taht I culod aulaclty uesdtannrd waht I was rdnaieg. Unisg the
icndeblire pweor of the hmuan mnid, aocdcrnig to rseecrah at Cmabrigde
Uinervtisy, it dseno't mttaer in waht oderr the lterets in a wrod are, the olny
irpoamtnt tihng is taht the frsit and lsat ltteer be in the rhgit pclae. The rset can
be a taotl mses and you can sitll raed it whoutit a pboerlm. Tihs is bucseae the
huamn mnid deos not raed ervey ltteer by istlef, but the wrod as a wlohe.
Aaznmig, huh?
PHONICS
The key to unlocking the door to
reading and writing
sounds
Correct pronunciation
Understanding of vocabulary
PHONEME
PHONEME
• The smallest unit of sound in a word.
• There are 44 phonemes that we
teach.
• Some are voiced and some are
unvoiced
The 44 phonemes
/b/
/d/
/f/
/g/
/h/
/j/
/k/
/l/
/m/
/n/
/ng/
/p/
/r/
/s/
/t/
/v/
/w/
/y/
/z/
/th/
/th/
/ch/
/sh/ /zh/ /a/
/e/
/i/
/o/
/u/
/ae/ /ee/ /ie/
/oe/
/ue/ /oo/ /ar/ /ur/ /au/ /er/ /ow/ /oi/
/air/ /ear/ /ure/
GRAPHEME
• Definition…..
GRAPHEME
• Letters representing a phoneme
e.g.
ou
ai
igh
Children need to practise
recognising the grapheme and
saying the phoneme that it
represents.
Grapheme spotting!
At home:
• Identify graphemes in words.
• Think of alternative graphemes that
make the same sound (phoneme.)
• Think of alternative pronunciations
BLENDING
BLENDING
• Recognising the letter sounds in a
written word, for example
c-u-p
and merging or ‘blending’ them in the
order in which they are written to
pronounce the word ‘cup’
Blending at home
• Encourage your child to use their
finger to blend.
• Re read the word fluently once they
have blended the sounds.
• Chunk longer words to aid blending
SEGMENTING
SEGMENTING
• ‘Chopping Up’ the word into syllables
for spelling.
• The opposite of blending.
pig
church
boy
curl
thorn
chick
down
shirt
p
ch
i
ur
g
ch
TRICKY WORDS
• Words that are not phonically decodeable
• e.g. was, the, I
• Some are ‘tricky’ to start with but will
become decodeable once we have learned
the harder phonemes
• e.g. out, there,
mnemonics
RHYTHM
Rhythm Helps Your Two Hips Move
NECESSARY
Not Every Cat Eats Sardines (Some Are Really
Yummy)
Letters and sounds
phonics phases
Phase 1
• Activities are divided into seven
aspects, including environmental
sounds, instrumental sounds, body
sounds, rhythm and rhyme,
alliteration, voice sounds and finally
oral blending and segmenting.
Phase 2
• Learning 19 letters of the alphabet
and one sound for each. Blending
sounds together to make words.
Segmenting words into their
separate sounds. Beginning to read
simple captions.
Phase 3
• The remaining 7 letters of the
alphabet, one sound for each.
Graphemes such as ch, oo, th
representing the remaining phonemes
not covered by single letters. Reading
captions, sentences and questions.
Phase 4
• No new grapheme-phoneme
correspondences are taught in this
phase. Children learn to blend and
segment longer words with adjacent
consonants, e.g. swim, clap, jump.
Phase 5
• Now we move on to the "complex
code". Children learn more graphemes
for the phonemes which they already
know, plus different ways of
pronouncing the graphemes they
already know.
Phase 6
• Working on spelling, including
prefixes and suffixes, doubling and
dropping letters etc.
Year One Phonics
screening
• Year 1 phonics screening check is a short, light-touch assessment to
confirm whether individual pupils have learnt phonic decoding to an
appropriate standard.
• It will identify the children who need extra help so they are given
support by their school to improve their reading skills. They will
then be able to retake the check so that schools can track pupils until
they are able to decode.
Useful websites
• www.parentsintouch.co.uk
• www.bbc.co.uk/schools/parents
• www.jollylearning.co.uk/
• www.focusonphonics.co.uk/
• www.syntheticphonics.com