Tuesday 10 November 2015 Reading A meeting for Parents

Tuesday 10 November 2015Tuesday 10 November 2015

ReadingReadingA meeting for ParentsA meeting for Parents

• Hearing storiesHearing stories• Sharing booksSharing books• Looking at range of booksLooking at range of books• Hearing interesting words and Hearing interesting words and

phrasesphrases• Playing with words and phrasesPlaying with words and phrases• Singing rhymes and songsSinging rhymes and songs• Playing with rhyming wordsPlaying with rhyming words

What is importantWhat is important??

Lots of different skills Lots of different skills used in readingused in reading

Why teach phonics?Why teach phonics?• The ability to read and write well is a vital skill. The ability to read and write well is a vital skill. • Reading and writing are like a code: phonics is Reading and writing are like a code: phonics is

teaching your child to crack the code.teaching your child to crack the code.• Phonics helps children to develop good reading Phonics helps children to develop good reading

and spelling skills.and spelling skills.• We use a synthetic scheme called ‘Letters and We use a synthetic scheme called ‘Letters and

Sounds’ as our main teaching resource.Sounds’ as our main teaching resource.

““Synthetic phonics offers the vast majority of Synthetic phonics offers the vast majority of young children the best and most direct route young children the best and most direct route to becoming skilled readers and writers.” to becoming skilled readers and writers.”

Sir Jim Rose,Sir Jim Rose, Rose Review of Reading 2006 Rose Review of Reading 2006

• Synthetic phonics is simply the ability to Synthetic phonics is simply the ability to convert a letter or letter group into sounds that convert a letter or letter group into sounds that are then blended together into a word. are then blended together into a word.

Why synthetic Why synthetic phonics?phonics?

Phonics Consists of:Phonics Consists of:• Identifying sounds in spoken words.Identifying sounds in spoken words.• Recognising the common spellings of each Recognising the common spellings of each

sound.sound.• Blending sounds into words for reading.Blending sounds into words for reading.• Segmenting words into sounds for Segmenting words into sounds for

spelling.spelling.

Some Definitions Some Definitions AA PhonemePhoneme

This is the smallest unit This is the smallest unit of sound in a word.of sound in a word.

How many phonemes can you hear in How many phonemes can you hear in

catcat??

A A GraphemeGrapheme

These are the letters that These are the letters that represent the phoneme.represent the phoneme.

Children need to practise recognising the Children need to practise recognising the grapheme and saying the phoneme that it grapheme and saying the phoneme that it represents.represents.

A A PhonemePhoneme you hear you hear

A A GraphemeGrapheme you see you see

How to say the How to say the soundssounds• Saying the sounds correctly with your Saying the sounds correctly with your

child is extremely important.child is extremely important.• The way we say sounds at school now The way we say sounds at school now

may well be different from when you may well be different from when you were at school. were at school.

• We say the shortest form of the sounds. We say the shortest form of the sounds.

The The 4444 phonemes phonemes/b//b/ /d//d/ /f//f/ /g//g/ /h//h/ /j//j/ /k//k/ /l//l/ /m//m/ /n//n/ /ng//ng/

/p//p/ /r//r/ /s//s/ /t//t/ /v//v/ /w//w/ /y//y/ /z//z/ /th//th/ /th//th/ /ch//ch/

/sh//sh/ /zh//zh/ /a//a/ /e//e/ /i//i/ /o//o/ /u//u/ /ae//ae/ /ee//ee/ /ie//ie/ /oe//oe/

/ue//ue/ /oo//oo/ /ar//ar/ /ur//ur/ /au//au/ /er//er/ /ow//ow/ /oi/ /oi/ /air//air/ /ear//ear/ /ure//ure/

Aural BlendingAural Blending

Hear individual letter sounds in a spoken Hear individual letter sounds in a spoken word, for exampleword, for example

c-u-pc-u-pand merging or ‘blending’ them in theand merging or ‘blending’ them in theorder in which they are said to pronounce order in which they are said to pronounce the word the word

‘‘cup’cup’

BlendingBlending

Recognising the letter sounds in a written Recognising the letter sounds in a written word, for exampleword, for example

c-u-pc-u-pand merging or ‘blending’ them in the order in and merging or ‘blending’ them in the order in which they are written to pronounce the word which they are written to pronounce the word

‘‘cup’cup’

SegmentingSegmenting

• ‘‘Chopping Up’ the word to spell it out.Chopping Up’ the word to spell it out.• The opposite of blending.The opposite of blending.• Identifying the individual sounds in a Identifying the individual sounds in a spoken word (e.g. p-a-n , ch-o-p). spoken word (e.g. p-a-n , ch-o-p).

• writing down letters for each sound writing down letters for each sound (phoneme) to from the word pan and (phoneme) to from the word pan and chop.chop.

Segment and Blend these Segment and Blend these words…words…

drepdrepblomblomgrisgris

Nonsense games like this help to build Nonsense games like this help to build up skills – and are fun!up skills – and are fun!

Once children are good Once children are good with single letter with single letter sounds…sounds…DIGRAPHS – 2 letters that make 1 soundDIGRAPHS – 2 letters that make 1 sound

oo sh ee oa aioo sh ee oa ai

TRIGRAPHS – 3 letters that make 1 soundTRIGRAPHS – 3 letters that make 1 sound

igh airigh air

Segmenting ActivitySegmenting Activity

Using ‘sound buttons’ can you say Using ‘sound buttons’ can you say how many phonemes are in each how many phonemes are in each word?word?

shelfshelfdressdresssprintsprintstringstring

Did you get it right?Did you get it right?

shelf = sh – e – l – f shelf = sh – e – l – f = 4 phonemes= 4 phonemes

dress = d - r - e – ss dress = d - r - e – ss = 4 phonemes= 4 phonemes

sprint = s – p – r – i – n – t sprint = s – p – r – i – n – t = 6 phonemes= 6 phonemes

string = s – t – r – i – ng string = s – t – r – i – ng = 5 phonemes= 5 phonemes

Tricky WordsTricky Words

Words that are not phonically decodableWords that are not phonically decodable e.g. e.g. the, I, tothe, I, to

Some are ‘tricky’ to start with but will Some are ‘tricky’ to start with but will become decodable once we have learned become decodable once we have learned the harder phonemesthe harder phonemes e.g. e.g. out, thereout, there

Letters and SoundsLetters and Sounds• Letters and SoundsLetters and Sounds is divided into six is divided into six

phases, with each phase building on the phases, with each phase building on the skills and knowledge of previous learning.skills and knowledge of previous learning.

• Children have time to practise and rapidly Children have time to practise and rapidly expand their ability to read and spell words. expand their ability to read and spell words.

• They are also taught to read and spell ‘tricky They are also taught to read and spell ‘tricky words’, which are words with spellings that words’, which are words with spellings that are unusual.are unusual.

LessonLesson FormatFormat• ReviseRevise: The children will revise previous : The children will revise previous

learning.learning.• TeachTeach: New phonemes or high frequency or : New phonemes or high frequency or

tricky words will be taught.tricky words will be taught.• PracticePractice: The children will practise the new : The children will practise the new

learning by reading and/or writing the learning by reading and/or writing the words.words.

• ApplyApply: The children will apply their new : The children will apply their new learning by reading or writing sentences.learning by reading or writing sentences.

Phonic learning is Phonic learning is fun!fun!

The children learn and practise their phonemes in lots of fun waysThe children learn and practise their phonemes in lots of fun ways

• Sound talking and rhyming.Sound talking and rhyming.• Playing games – table games or interactive games on the computer.Playing games – table games or interactive games on the computer.• Using phoneme frames, “sound buttons” and whiteboards to spell words.Using phoneme frames, “sound buttons” and whiteboards to spell words.• Sorting phonemes.Sorting phonemes.• Making words with phonemes.Making words with phonemes.• Being phoneme “detectives”.Being phoneme “detectives”.• Reading and writing sentences. Reading and writing sentences.

Silly sentences are great fun!Silly sentences are great fun!

Phase Phase 11• Environmental soundsEnvironmental sounds• Instrumental soundsInstrumental sounds• Body percussionBody percussion• Rhythm and RhymeRhythm and Rhyme• Alliteration Alliteration • Voice soundsVoice sounds• Oral blending and segmentingOral blending and segmenting

• Continue practising what they have learned from Continue practising what they have learned from phase 1, especially ‘sound-talk’.phase 1, especially ‘sound-talk’.

• Lots of practise at oral blending and segmenting.Lots of practise at oral blending and segmenting.• Taught the phonemes (Taught the phonemes (soundssounds) for a number of ) for a number of

graphemes (graphemes (lettersletters). ). • Taught some tricky words to read and spell – Taught some tricky words to read and spell – the, the,

to, no, go, Ito, no, go, I..

Phase Phase 22

How many words can you make?How many words can you make?

ss aa t pt p i i n m d n m d

Make as many CMake as many CVVC &C & VVC words as you can!C words as you can!

How many words How many words can you make can you make ??

• Learn more graphemes, most of which are made of Learn more graphemes, most of which are made of two letters, for example, ‘two letters, for example, ‘oaoa’ as in boat.’ as in boat.

• Practise blending and segmenting a wider set of Practise blending and segmenting a wider set of CVC words, for example, CVC words, for example, fizz, chip, sheep, lightfizz, chip, sheep, light..

• Learn all letter names and begin to form them Learn all letter names and begin to form them correctly.correctly.

• Read more tricky words and begin to spell some of Read more tricky words and begin to spell some of them Tricky words – them Tricky words – he, she, we, me, be, was, you, he, she, we, me, be, was, you, they, all, are, my, herthey, all, are, my, her..

• Read and write words in phrases and sentences.Read and write words in phrases and sentences.

Phase Phase 33

Can you use the phoneme frame to work out how many sounds there are in these words?

pig p i g

church ch ur ch

coat

curl

thorn

chick

down

shirt

• Continue to practise previously learned Continue to practise previously learned graphemes and phonemes graphemes and phonemes

• Learn how to read and write Learn how to read and write CVCC CVCC words e.g. words e.g. tent, damp, toast, chimp tent, damp, toast, chimp and and CCVCCCVC words: words: swim, plum, sport, cream, spoonswim, plum, sport, cream, spoon

• Learning more tricky words and continuing to Learning more tricky words and continuing to read and write sentences together.read and write sentences together.

• Tricky words:Tricky words:said, so, do, have, like, some, come, were, said, so, do, have, like, some, come, were, there, little, one, when, out, whatthere, little, one, when, out, what

Phase Phase 44

• Learn new graphemes for reading and Learn new graphemes for reading and spelling.spelling.

• Learn best fit spellings e.g. Learn best fit spellings e.g. ai, a-e, ay ai, a-e, ay all all make the same sound in wordsmake the same sound in words

• Continue to read and spell tricky words.Continue to read and spell tricky words.• Tricky words – Tricky words – oh, their, people, Mr, Mrs, oh, their, people, Mr, Mrs,

looked, called, asked, could.looked, called, asked, could.

Phase Phase 5 5 – – Usually in Usually in

Year Year 11

• Recognising phonic irregularities and becoming Recognising phonic irregularities and becoming more secure with less common grapheme – more secure with less common grapheme – phoneme correspondences.phoneme correspondences.

• Applying phonic skills and knowledge to Applying phonic skills and knowledge to recognise and spell an increasing number of recognise and spell an increasing number of complex words.complex words.

• Introducing and teaching the past tense.Introducing and teaching the past tense.• Investigating and learning how to add suffixes.Investigating and learning how to add suffixes.• Teaching spelling of longer words.Teaching spelling of longer words.• Finding and learning the difficult bits in words.Finding and learning the difficult bits in words.

Phase Phase 66 – – Usually in Year Usually in Year

22

How can I help with How can I help with phonicsphonics??

All free but some may require you to sign upAll free but some may require you to sign up

www.letters-and-sounds.com

www.phonicsplay.com

www.mrthorne.com

www.ictgames.com/forestPhonics/forestPhonicsOnline/index.html

http://www.bbc.co.uk/bitesize/ks1/literacy/phonics/play/

www.oxfordowls.co.uk

Useful WebsitesUseful Websites

There’s more to reading than There’s more to reading than phonics!phonics!Please read with your child daily and encourage them toPlease read with your child daily and encourage them to

•Sound out wordsSound out words

•Spot tricky wordsSpot tricky words

•Re-read to check what they’ve read makes sense.Re-read to check what they’ve read makes sense.

•Use pictures for clues.Use pictures for clues.

•Ask questions about the book.Ask questions about the book.

•Encourage your child to use expression in their reading.Encourage your child to use expression in their reading.

And most importantly…And most importantly…

ENJOY READING!!ENJOY READING!!