Transcript What is phonics? How does it help with reading and writing?

What is phonics?
How does it help with reading
and writing?
The plick squeen olligog jibbled camrully down to
the savee. In it were vay clobfloes, perdigs and
miniscatel. They criggled and stoed oumfully
maficating in the humate kinshane. Suddenly a
higantaic uglonerus came agristling towards them.
Within a tumper, clobfloes, perdigs and miniscatel
were no more. Slurpinated in one goblicate, they
were mortrifipped for ever. Uglonerus himself then
jibbled pomfully off, but his tumpertill would soon
come. Uglonerus major was bidlen behind a
higanteic cornupog, his own super goblicator at the
ready.
Cracking a Code
How did we know?
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‘Feel’ for language.
Knowledge and understanding of the world.
Syntax – language pattern of sentences.
Word patterns.
Knowledge of letters and sounds.
Punctuation.
Starts with Sound
Phonological Awareness
Being able to:
• locate sounds
• discriminate sounds
(environment, instruments, body percussion)
• rhythm and rhyme
• alliteration
• voice sounds
• sequencing
• oral blending and segmenting
(Toy Talk/Robot Speak)
Phonics
Matching Shapes to Sounds
Writing – encoding
Reading – decoding
Matching Shapes to Sounds
Writing – encoding
Reading – decoding
Systematic
Letters and Sounds
Toy Talk
Graphemes and Phonemes
Sound Buttons
CVC words
Onset and rime
High Frequency Words
Digraphs
Book Bands
• Variety
• Systematic
• Skill based
Reading at the Early Stages
• Walk Through the Book
Talk about – title, cover illustrations, blurb,
predict.
Introduce - unknown proper nouns, tricky words
(that aren’t ‘target’ words)
Play – find the word, look for a …
Talk about – each page; paraphrase what will be
read.
Reading at the Early Stages
• Read
‘My turn, your turn’.
• Pause
If they get stuck.
• Prompt
Give an appropriate clue.
• Praise
Their efforts. Correct sensitively if necessary.
• Read
Reread sentence where error occurred to develop
accuracy and understanding.
Reading at the Early Stages
• Talk
What have they understood?
Personal response.
Develop vocabulary.
What Can Parents/Carers Do To Help?
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Talk!
Sing (even if it’s not in tune!).
Have the radio on in the background.
Tell stories (real or imagined).
Read to/with them (a range of sources in all sorts
of places).
• Let them see you reading and writing.
• Use the library.
• Have a store of books that are easily accessed.
What Can Parents/Carers Do To Help?
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Practise letter sounds – crisp, sharp sounds.
Stretch out words – identify phonemes.
Practise recognising individual words.
Make and break a sentence.
Find time for them to read – establish good
habits, make it essential, every day skill – quality.
• Encourage/ensure home-school books are
returned weekly.
• Support spelling practice – encourage sounding
out.
What Can Parents/Carers Do To Help?
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Use a dictionary.
Use ‘big’ words.
Talk about the news.
Make capital letters really tall!
Letter names – only when letter ‘sounds’ are
known.
• Use upper and lower case to write names.
• Let your child teach you.
Home Time!
Thank you for coming and supporting your child.
• Reading Eggs http://readingeggs.co.uk/
• Alphablocks
http://www.bbc.co.uk/cbeebies/alphablocks/