Communication, Language and Literacy

 1 way of decoding words to help with reading.  Other methods include: ◦ Sight recognition ◦ Reading for meaning Phonics helps when decoding unfamiliar words and spelling, especially in early writing confidence.

Knowledge of the alphabetic codeSkills of segmentation and blending

Phoneme – smallest unit of sound in a word. Grapheme – a letter or sequence of letters that represents a phoneme.

 Cuh – ha – tuh = cat? or cuhhatuh?

 1. f l m n r s sh v th z (continuous phonemes)  2. e p t ch h (unvoiced)  3. b d g w qu y j (voiced)   Videos showing pronunciation of sounds

Sounds/phonemes are represented by letters A phoneme can be represented by one or more letters e.g. Sh, th, ee, etc The same phoneme can be represented/ spelled in more than one way e.g. rain, may, lake The same spelling may represent more than one sound e.g. mean, deaf

Phase 1 Environmental sounds Instrumental sounds Body percussion Rhythm and Rhyme Alliteration Voice sounds Oral blending and segmenting

 Sounds are introduced in sets  Set 1: s a t p  Set 2: i n m d  Set 3: g o c k  Set 4: ck e u r  Set 5: h b f ff l ll ss

 With word cards: s a t p i n m d make as many CVC & CV words as you can.

rainbright witchlaughter

 Encourages blending  Games : Buried Treasure Obb and Bob Treasure Chest

 Letter progression and graphemes continued  Set 6: j v w x  Set 7: y z zz qu  Set 8: ch sh th ng  Teach: ai ee igh oa oo ar or ur ow oi ear air ure er

pigpig churchchurch boy curl thorn chick down shirt

 ccvc, cvcc  Eg/ struck, frog, smell, chunk

 Alternative graphemes to represent phonemes:  ai, ou, ie, ea, oy, ir, ue, aw, wh, ph, ew, oe, au, ey,  Split digraphs: a_e, e_e, i_e, o_e, u_e  Alternative pronunciations: i, o, c, g, u, ow, ie, ea, er, a, y, ch, ou  Alternative spellings: /ai/ /c/ /ee/ /ch/ /igh/ /f/ /oa/ /m/ /oo/(y)/oo/ /n/ /ow/ /ng/ /oi/ /r//ar/ /s//ear/ /sh//air/ /v//or/ /w//ur/ /e//er/ /i//ure/ /o//zh/ /u/

 There are several ways of learning tricky spellings.  Look, say, cover, write, check – write the letters in the air to check spellings  Say it as it sounds e.g. Monday is said M- on-day  Mnemonics – where the initial letter of each word gives it’s correct spelling e.g. Laugh= Laugh At Ugly Goats Hair.

 Lower-case letters with correct use of capital letters  Build up muscle tone in fingers  Large scale movements  Letter formation

 Most important thing – From a very early age…  Talking and Listening.  Reading with and to your child  Playing listening games  Singing songs and rhymes  Simple movement games All these things will help to build up connections in the brain, an enjoyment of language and confidence to try things out.

 PHONICS  Correct pronunciation  Correct vocabulary  We all need to use the same language at home and at school.  Little and often is the key. Does not have to be formal.  Link it to your child’s interests.

 Play lots of sound and listening games with your child.  Read as much as possible to and with your child.  Encourage and praise – get them to have a ‘good guess’.  Ask your child’s teacher if you want to know more.

 We are always looking for new and existing parents to become more involved with the school.  Many trips, events and cultural occasions would be impossible without the help of our parents.  We always need readers, volunteers to help in classrooms, assistance for school trips and much much more.  To get involved a CRB check is required – forms can be collected tonight or from the school office.