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Phonics and Reading Early Days

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Phonics and Reading Early Days Phonics and Reading Early days... • Letter sounds -make the correct sound when they see the letter -pick out the correct letter when they hear the sound • Oral blending – building words from their constituent phonemes (sounds) to read • Oral segmenting (robot talk) - breaking words down into their constituent phonemes (sounds) to spell. How many sounds are in each word? coin frog shower chimpanzee chair 26 Letters - 44 sounds s n c,k, r ss z,zz er oa ow ck a m k h j th ng oo oi t d b y v qu ai ar ear p g e f,ff w ch ee or air i o u l,ll x sh igh ur ure Do you articulate each sound correctly? • http://www.youtube.com/watch?v=BqhXUW_ v-1s Definitions • Phoneme – the smallest unit of sound in a word. • Grapheme – a letter or group of letters representing a sound. • Digraph – a two-letter grapheme where two letters represent one sound e.g. sh ch ai Definitions • Trigraph – a three-letter grapheme where three letters represent one sound e.g. igh (night) air (hair) • Split digraph – has a letter that splits, i.e. comes between, the two letters in the digraph e.g. a-e (sale) i-e (like) • We always talk about the individual letters in digraphs and trigraphs using their names. This is why letter names are also important. Order and timescale • Sounds are taught in a specific order, split into different phases. • Reach the end of Phase 5 and introduce Phase 6 towards the end of Year 1 into Year 2. • Year 2 begin by consolidating knowledge of phonemes as part of Phase 6. Common Exception Words • Once a child has an understanding of how to use their phonic skills to read words (sounding out and blending) tricky words can be introduced. • Tricky words cannot be sounded out and blended and so need to be learnt by sight. • Tricky words are included in weekly spelling lists. go was me Reading Books • Reading books are carefully selected to give your child an enjoyable reading experience and to put their newly learnt skills into practice. • Please write a short note in their reading record so we know your child has read their books with you at home. • Books are changed once a week. Reading in school • Children are heard read in school every week. This may be individually or as part of a small group. Reading books • Your child will bring home one or two books a week. • It is a good idea to read this again at home as it improves your child’s confidence to read and their fluency. • New National Curriculum there is an emphasis on re-reading texts. Helping your child to read at home • Aim to read at home 5 times a week. • Encourage your child to follow the text with their finger. • Sound out and blend regular words. • Look out for tricky words and refer back to their spelling lists. • Don’t cover the pictures, use them as clues. Phonics for spelling • We practise writing words on phoneme frames. • Children are given a picture or a spoken word. • They segment the word into it’s sounds. • They write the sounds into the boxes. Alternative graphemes for reading • In phase 5, children are taught alternative graphemes. These are different letter combinations for the same sound. • Some of these will be split digraphs. • E.g. ai ay a-e • The emphasis will be on recognising these sounds in their reading books. Split digraphs • Split digraph – has a letter that splits, i.e. comes between, the two letters in the digraph • We use the term ‘split digraph’ with the children • We refer to these using letter names and split. e.g. a-e ‘a’ split ‘e’ cake name game frame bake sale Alternative graphemes for spelling • Reinforce recognition using sorting activities • Encourage recall, previous recognition on sight • Useful websites to practise skills learned (‘PhonicsPlay’) • Continual recognition of alternative graphemes into Year two and beyond Statutory Phonics Screening Test • At the end of the Summer Term in Year one, all children will be tested on their phonological knowledge • The Phonics Screening test will determine whether your child is able to recognise all the phonemes, digraphs and trigraphs covered throughout the year • The test is carried out on a one to one basis with no time limit Phonics Screening Test • Consists of 40 words, some ‘real’ words and some ‘alien’ words • A previous score of 32 out of 40 (this may vary)is needed to achieve the National Standard requirement • Children who are unsuccessful in meeting the National Standard requirement will retake the test at the end of Year Two • All children requiring additional support in phonics are identified at an early stage (from Reception age) and receive appropriate intervention to suit their stage of learning National Curriculum Word Reading Year 1 • Apply phonic knowledge and skills as the route to decode words • Respond speedily with the correct sounds for all phonemes covered • Read words containing: s, es, ing, ed and er and est • Read other words of more than one syllable National Curriculum Word Reading Year 1 • Read words with contractions (I’m, I’ll, we’ll) and understand the apostrophe represents the omitted letters • Re-read books to build up fluency and confidence in reading National Curriculum Reading Expectation Year 2 • Continue to apply phonic knowledge and skills as a route to decode words until automatic decoding has become embedded and reading is fluent • Read accurately words of two or more syllables National Curriculum Reading Expectation Year 2 • Read words containing common suffixes: er, est, ing, ed • Read further common exception words, identifying unusual correspondences between spelling and sound e.g. saw, sugar, who • Read most words quickly and accurately • Sound out familiar words accurately, automatically and without undue hesitation • Re-read books to build up fluency and confidence Phase 6 • Investigating and learning how to add suffixes to base words i.e. hop-hopping • Teaching spelling of long words: syllables i.e. potato • Identifying difficult elements in a word for example: beautiful Mnemonics • Because - big elephants can always understand small elephants • people – people eat orange peel like elephants • Could – O U lucky duck Continuous teaching of phonics • Phonics teaching does not stop when the children reach the end of Key Stage 1. • Skills are revised and reinforced throughout Key Stage 2 .
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