Transcript Phonics workshop

Ducklington
Phonics Workshop
AIMS
• To share how phonics is taught in F1
> To show examples of activities and
resources we use to teach phonics
• To develop parents’ confidence in helping their
children with phonics
• To give parents an opportunity to ask questions
WHAT IS PHONICS?
• Children develop awareness that spoken words are
made up of different sounds (phonemes) and they
learn to match these phonemes to letters (graphemes)
• Phonics is about children knowing how sounds
(phonemes) link to letters (graphemes)
.
Phonics is the main way in
which we help your child
to learn to read and write
DAILY PHONICS
• Every day the children have at least one
session of phonics led by an adult
• Lessons encompass a range of games,
songs and rhymes
• We also plan opportunities for children to
practise phonics in their child-initiated
activities
• Letters and Sounds and Jolly Phonics
• There are 6 phonics phases which the children
work through at their own pace
• Phase 1: Aspects 1-6
•
> General sound discrimination
> Alliteration and rhyming
HOW CAN I HELP AT
HOME?
• Nursery rhymes, songs, action rhymes.
• Add sound effects to stories.
• Music and movement: rhythm, guess the
instrument.
• Talking about sounds: listening walks, loud/soft,
high/low, silly noises.
• Activities listed in information booklet (page
4)
CONTINUE THROUGHOUT F1
PHASE 1: ASPECT 7
Your children will learn to use the term:
Blending
• Children need to be able to hear the separate
sounds in a word and then blend them together to
say the whole word before they start using
letters
• Lesson demonstration – Cross the River
(JM)
• Sounds should be articulated clearly and precisely
(link in information booklet – will be added to
•
school website)
HOW CAN I HELP AT
HOME?
Blending
•
Children need to practise hearing a series of
spoken sounds and merging them together to
make a word
•
For example, you say pass the ‘c-u-p’, and your
child says ‘cup’
•
Games list in information booklet (page 5)
PHASE 1: ASPECT 7
Your children will learn to use the term:
Segmenting
• Children need to be able to hear a whole word and
say every sound that they hear
• Lesson demonstration – Metal Mike
(JM)
• Sounds should be articulated clearly and precisely
HOW CAN I HELP AT
HOME?
Segmenting
• Children need to practise separating the sounds in
words
• For example, you say pass the ‘cup’ and your child
says ‘here is the c-u-p’
• Games list in information booklet (page 6)
PHASE 2
• Once children are secure with oral blending and
segmenting they need to build up their letter
recognition
• Then they can link everything together and really
begin to read and write 
• Lesson demonstration – Jolly Phonics: read story,
sound, action, song, air writing. Find the Sound
song.
(KR)
•
•
Sounds should be articulated clearly and
precisely
HOW CAN I HELP AT
HOME?
• Practise saying the phoneme and grapheme
• Sing the song while doing the action
• Write the grapheme – large and small scale e.g.
paintbrushes and water outside, chalk on tarmac,
whiteboards, handwriting sheet, paint, bubbles in
the bath etc.
• Games – find the letter in books, on food
packaging, amongst magnetic letters on the
fridge etc.
PHASE 2
Children will learn their first 19 phonemes:
Set 1: s a t p Set 2: i n m d
Set 3: g o c k
Set 4: ck (as in muck) e u r
Set 5: h b l f ff (as in puff) ll (as in hill)
ss (as in hiss)
DIGRAPHS
• They will use these phonemes to read and spell
simple “consonant-vowel-consonant” (CVC) words:
sat, tap, dig, duck, rug, puff, hill, hiss
BLENDING FOR
READING
• Children need to practise instantly recognising
phonemes and blending them together to read
words
• Lesson demonstration – What’s in the Box
(KR)
• Sounds should be articulated clearly and precisely
• What happens if they are not?
cuh-a-puh versus c-a-p
SEGMENTING FOR
SPELLING
• Children need to practise orally breaking down the
sounds they hear in words and writing one sound
at a time
• Lesson demonstration – Phoneme Frames
(KR)
HOW CAN I HELP AT HOME?
• Phoneme frames and sounds buttons
c
.
f
.
a
t
.
.
i
sh
.
_
More activities listed in
information booklet (page 8)
PHONEME FRAMES
ACTIVITY
log
duck
fill
ANSWERS
l
.
o g
.
.
ANSWERS
d
.
u ck
.
_
ANSWERS
f
i
ll
.
.
_
TRICKY WORDS
• There are many words that cannot be fully
blended or segmented because they are
irregular.
the
was
said
you
some
• These require lots of practise at home – instant
recognition of these will build up fluency in
reading
Ideas listed in information booklet
(page 11)
Words will be added to phonics packs
PHASE 3
• Children will learn another 26 phonemes:
• j, v, w, x, y, z, zz, qu
• ch, sh, th, ng, ai, ee, igh, oa, oo, ar, or, ur, ow, oi, ear,
air, ure, er
• TRIGRAPHS
• Children will use these phonemes (and the ones from
Phase 2) to read and spell words e.g:
chip, shop, thin, sing, pain, feet, right,
boat, boot, look, farm, fork, burn,
town, coin, dear, fair, sure
PHONEME FRAMES
ACTIVITY
ring
chick
night
ANSWERS
r
i ng
.
.
_
ch i ck
_
.
_
ANSWERS
n igh t
.
_
.
AT HOME
• Phonics Packs for every child in F1 – the more you
practise, the more you’ll learn, the more you’ll
achieve
• Read everyday with your child if possible
• Useful websites listed in information booklet
(page 15)
• Questions
DON’T FORGET…
We want all children to have
a real love for books!
Learning to read should be
fun for both children and
parents.