Welcome Phonics Impact Workshop 2014

Welcome

Phonics Impact Workshop 2014

• to help them become confident, independent readers, through an appropriate focus on word, sentence and text-level knowledge;

• to develop enthusiastic and reflective readers, through contact with challenging and substantial texts;

Heavers Farm Literacy Policy

AIMS AND OBJECTIVES:

Today we are going to focus on phonics.

What is phonics?

Phonics is recommended as the first strategy that children should be taught in helping them learn to read. It runs alongside other teaching methods such as Guided Reading and Shared Reading to help children develop all the other vital reading skills and hopefully give them a real love of reading.Statement from ‘phonics play’

At Heavers Farm we use the Letters and Sounds framework.

Supplemented by a range of other resource providers.

• Single sounds

• Digraphs• Trigraphs

• Tricky words• Blending

• Segmenting

Learning Skills

• Split digraph

• Single sounds • Blending• Segmenting

• Single sounds • Blending• Segmenting

CVC – hatpen sitCVCC/ CCVC – hand shop

Lets have a go at reading some CVC, CVCC and CCVC words

• Tricky words

Lets have a go at reading some tricky words

• Blending• Segmenting

• Digraphs

• Blending• Segmenting

• Digraphs

th thingch chinee feetai pain

Lets have a go at reading some digraphs

• Blending• Segmenting

• Digraphs

• Blending• Segmenting

• Trigraphs

• Blending• Segmenting

• Trigraphs

air chairair hairear fear

ear nearLets have a go at reading some trigraphs

• Split digraph

http://www.youtube.com/watch?v=W1xqLjHF53A

Mr Thorne and the a-e Split Digraph

ropebakekite

Lets have a go at reading some split digraphs

• Phase 6 – Letters and Sounds

SummaryBy the beginning of Phase Six, children should know most of the common grapheme–phoneme correspondences. They should be able to read hundreds of words, doing this in three ways:■ reading the words automatically if they are very familiar;■ decoding them quickly and silently because their sounding and blending routine is now well established;■ decoding them aloud.

Children’s spelling should be phonemically accurate, although it may still be a little unconventional at times. Spelling usually lags behind reading, as it is harder.

During this phase, children become fluent readers and increasingly accurate spellers

• Phase 6 – Letters and Sounds

• Past tense• Prefixes and Suffixes• Spelling patterns

• Plurals

• Phase 6 – Letters and Sounds• Plurals 1.

2.3.

• Phase 6 – Letters and Sounds• Past tense

Rule 1: If a vowel is followed by two consonants, just add -ed.

talk talked Rule 2: If you have a v-c-e pattern, drop the silent e and add -ed.

smile smiled

• Phase 6 – Letters and Sounds• Past tense

Rule 3: If a vowel is followed by one consonant, you must double the last consonant letter and add -ed.

hug hugged

• Phase 6 – Letters and Sounds

• Prefixes and SuffixesRule 1: If a vowel is followed by two consonants, just add -ing.

Rule 2: If you have a v-c-e pattern, drop the silent e and add -ing.

talk talking

smile smiling

• Phase 6 – Letters and Sounds

• Suffixes

Rule 3: If a vowel is followed by one consonant, you must double the last consonant letter and add -ing.

drop dropping

• Phase 6 – Letters and Sounds• Spelling patterns

Adding prefixes, suffixes such as ed and ing are spelling patterns. Making words plural by adding s or es are spelling patterns.

There are a huge range of words and rules for children to learn to help them read and write. It is important to let children learn and develop these skills at their own pace! However a gentle helping hand is always a good idea. Here are some tips and websites to help you help your child with phonics.

• The single most important thing you can do to help your child develop their phonic skills is PRACTICE

Read with your child every day, even if it is just for 10 minutes.• Talk about the content. Ask questions. Does your child

understand what they are reading?

• When helping your child to write, help them to sound out the individual sounds in each word. Draw sound buttons to help guide them if they need extra support. Be patient, you may have to do the same thing several times before they grasp the skill or remember the correct spelling.

Thats okay

• Useful tips

• Useful links and resources

http://www.communication4all.co.uk/http/PhonicsPlus.htm

Communication for all – has a range of sound mats and printable resources you can use at home.

http://www.phonicsplay.co.uk/

Phonics Play– has a range of printable resources you can use at home and interactive games.

http://www.topmarks.co.uk/interactive.aspx?cat=40Top Marks– has a range of interactive games.

http://www.familylearning.org.uk/phonics_games.htmlFamily Learning – has a range of interactive games.

Family Learning – has a range of interactive games.http://www.bbc.co.uk/bitesize/ks1/literacy/