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Ducklington Phonics Workshop

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Title: Ducklington Phonics Workshop


1
Ducklington Phonics Workshop
2
AIMS
  • To share how phonics is taught in Ducklington
  • gt To show examples of
    activities and
  • resources we use to teach
    phonics
  • To develop parents confidence in helping their
    children with phonics

3
  • 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)
  • A cow makes the moo sound but its called a cow
  • 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

.
4
DAILY PHONICS
  • Every day the children have at least one
  • session of phonics led by an adult
  • Lessons encompass a wide range of activities
  • and games
  • Children apply their phonics knowledge across
  • all areas of the curriculum
  • Letters and Sounds
  • There are 6 phonics phases which the children
  • work through
  • Phase 1 3 in F1, Phases 4-5 in Year 1 and
  • Phase 6 in Year 2 although every child is
  • different

5
PHASE 1 ASPECT 7
  • Your children 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
  • Segmenting
  • Children need to be able to hear a whole word and
  • say every sound that they hear
  • Continues throughout Phases 2-6
  • Games list in information booklet
    (pages 4-5)

6
  • PHASE 2
  • Once children are secure with oral blending and
    segmenting they need to build up their letter
    recognition. Then they can begin to read and
    write!
  • HOW CAN I HELP AT HOME?
  • Practise saying the phonemes and graphemes
  • Write the graphemes large and small scale e.g.
    paintbrushes and water outside, chalk on tarmac,
    handwriting sheets and whiteboards in phonics
    packs
  • Games find the graphemes in books, on food
  • packaging, amongst magnetic letters
    on the
  • fridge etc.
  • Then they can link everything together and really
    begin to read and write ?

7
  • 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/ticket) 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) or
    consonant-vowel-consonant-consonant (CVCC)
    words
  • sat, tap, dig, duck, rug, puff,
    hill, hiss

8
  • Sounds must be articulated clearly and precisely
    (link in information booklet will be added to
  • school website)
  • What happens if they are not?
  • cuh-a-puh versus c-a-p
  • Lesson demonstrations by Mrs Thomas and KS1
    pupils
  • gt Blending for Reading Children need to
    practise instantly recognising phonemes and
    blending them together to read words
  • gt Segmenting for Spelling Children need
    to practise orally breaking down the sounds they
    hear
  • in words and writing one sound
    at a time

9
  • TWO-SYLLABLE WORDS
  • Children are introduced to two-syllable words at
    Phase 2
  • They are taught to split up the word for reading
    and spelling
  • laptop rabbit cobweb
  • This is a very important skill that children will
    use throughout the rest of the phases and beyond
    when tackling longer words

10
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 10)
  • Words will be
    added to phonics packs

11
PHASE 3
  • Children will learn more tricky words and another
    26 phonemes This is where grapheme knowledge
    becomes important!
  • 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

12
  • HOW CAN I HELP AT HOME?
  • Phoneme frames and sounds buttons
  • . _ .
  • More activities listed in information
  • booklet (page 9)

c a t
Keep your sound mats close by to help you identify the digraphs and trigraphs
. . .
f i sh
. . _
13
PHASE 4
  • Children move into Phase 4 when they know all the
    phonemes from Phases 2 and 3 and can use them to
    read and spell simple words and
    captions/sentences.
  • They will also be able to read some two-syllable
    words and increasing range of tricky words.
  • This should happen by the end of F1 but every
    child is different
  • Your childs class teacher will be happy to
    discuss
  • your childs progress with you
    and let you
  • know which specific activities
    will help at
  • home. Work will be added to
    phonics packs.

14
PHASE 4
  • Phase 4 doesnt introduce any new phonemes. It
    introduces adjacent consonants and focuses on
    reading and spelling longer words with the
    phonemes the children already know.
  • Words can have adjacent consonants at the
    beginning, at the end or at the beginning and the
    end spot, trip, clap,
  • tent, mend, damp,
  • trust, spend, twist
  • Children will read and write words containing
    both adjacent consonants and digraphs. They will
    also read and write polysyllabic words
  • chimp paint shampoo

15
  • HOW CAN I HELP AT HOME?
  • Phoneme frames and sounds buttons
  • Remember one phoneme (sound) per box
  • golf (4 boxes)
  • stand (5 boxes)
  • green (4 boxes)
  • spring (5 boxes)
  • More activities are listed in the
    information booklet (page 11) and
  • will be added to phonics packs

16
PHASE 5
  • Teach new tricky words
  • Teach new graphemes
  • 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

17
  • Learn alternative pronunciations of graphemes
  • (the same grapheme can represent more than one
    phoneme)
  • Fin/find hot/cold cat/cent got/giant but/put
    cow/blow tie/field eat/bread farmer/her
  • hat/what yes/by/very
  • chin/school/chef
  • out/shoulder/could/you

18
SPLIT DIGRAPHS
  • toe tone
  • cue cube
  • a-e (make) e-e (these) i-e (like)
  • o-e (home) u-e (blue)

19
PHASE 6
  • Children will learn about
  • gt Rules for spelling
  • gt Spelling strategies (applying everything they
    have learned)
  • gt adding suffixes e.g. ed (laughed), - ing
    (laughing), -er (writer), -est (happiest), -ful
    (careful), -ly (carefully) and y (funny), -ness
    (happiness) and ment (development)

20
  • HOW CAN I HELP AT HOME?
  • Keep the Phase 5 sound mat and Phase 5 table
    handy regularly discuss the best guess
  • When spelling, encourage your child to think
  • about what looks right
  • Have fun trying out different options.
    Whiteboards are excellent for trying out
    spellings.
  • tray trai
  • rain rayn
  • boil boyl
  • boy boi
  • throat throwt
  • snow snoa

21
ALIEN WORDS
  • Using phonemes to make up imaginative nonsense
    words e.g. glurg, sprong
  • Helps children to practise and apply their
    phonics skills
  • Helps children to filter new vocabulary

22
AT HOME
  • Phonics Packs for every child the more you
    practise, the more youll learn, the more youll
    achieve
  • Read everyday with your child if possible
  • Useful websites listed in information booklet
    (page 17)
  • Evaluations and questions

23
DONT FORGET
  • We want all children to have a real love for
    books!
  • Learning to read should be fun for both children
    and parents.
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