Welcome to the Phonics presentation What is phonics? How do we say the letter sounds? What we do at St. Mary’s Catholic School Watch clips – children using phonics and sounding out Phonic games Sharing ideas – websites Phonics activities with your children Questions Evaluation

Q: What is your idea of phonics and what does it mean? Discussion time and feedback Q: Why do we teach phonics?

What is Phonics? Phonics A way of teaching reading and spelling that stresses symbol-sound relationships.

It iz tiem too gow hoam sed v kator pilla It iz tiem too gow hoam sed v kator pilla. But iy doat wont 2 gow howm sed th butt or flie. Iy wot to staiy heyr.

Definitions Grapheme-phoneme: The relationship between a grapheme and the phoneme(s) it represents. Letter-sound correspondence: as c representing /k/ in cat and /s/ in cent. Note: Technically, grapheme- phoneme correspondence refers to how letters correspond to sounds, not vice versa. Phonics as a teaching device in reading instruction concerns grapheme-phoneme correspondences, that is, how to pronounce words seen in print. Phoneme: A minimal sound unit of speech that, when contrasted with another phoneme, affects the naming of words in a language, as /b/ in book contrasts with /t/ in took, /k/ in cook and /h/ in hook. Grapheme: A written or printed representation of a phoneme, as b for /b/ and oy for /oi/ in boy. Note: In English, a grapheme may be a single letter or a group of letters. It includes all the ways in which the phoneme may be written or printed. Phonemic awareness: The awareness of the sounds (phonemes) that make up spoken words. Such awareness does not appear when young children learn to talk; the ability is not necessary for speaking and understanding spoken language. Phonemic awareness is a necessary step for learning to read. In alphabetic languages, letters and letter clusters represent phonemes, and in order to learn the correspondences between letters and sounds, one must understand that words are made up of phonemes.

What do we do at St. Mary’s? We teach phonics not only in isolation but linked to what the children are learning throughout the Curriculum. We don’t use any particular scheme as each one has strengths and weaknesses. We dip in and out of a variety of schemes and use the good parts of each as well as the knowledge and expertise of our staff.

Articulation clip What did you notice? Was there anything different to the way you make the sounds when you are helping your child? Any questions?

s a t i p n c k e h r m d g o u l f b ai j oa ie ee or z w ng v oo oo y x ch sh th th qu ou oi ue er ar

Phonic grid Consonants f l m n r s v z sh th ff ll mm nn rr ss ve zz ti ph le mb kn wr se s ci c se ce ng x y ch nk tch b c d g h j p qu t w bb k dd gg g pp tt wh ck ge ch dge

Phonic grid Vowels a e i o u ay ee igh ow ea a-e y i-e o-e ai ea ie oa ey y oo oo ar or air ir ou oy ire u-e oor are ur ow oi ue ore er ew aw au ear ure

Letters and Sounds – Phase 3 initial letter sounds of the alphabet a-z plus: ch - chip ar - farm sh - shop or - for th - thin/then ur - hurt ng - ring ow - cow ai - rain oi -coin ee - feet ear - dear igh - night air - fair oa - boat ure - picture oo - boot/look er - corner

Sound buttons CVC words – (Ph2, no 3) Clarifying some misunderstandings How many sound buttons do these words have? mum ship song chick day Ccvc – click, cccvc – strong, cvcc – felt, Ccvcc - blank

Letters and Sounds Yes/No questions suitable for the end of Phase Three Is rain wet? Will all shops sell nails? Can a boat sail? Can a chicken sit on a chair? Is all hair fair? Can a coach zoom into the air? Is the moon far off? Are the teeth of sharks sharp? Are fish and chips food? Are fingers as long as arms? Is it dark at night? Can a coat hang on a hook? Is a thick book thin? Can a hammer chop wood? Can we get wool from sheep? Will a ship sail on a road? Will six cows fit in a car? Can ducks see fish in rivers? Can coins sing a song? Can you hear bees buzzing now?

Letters and Sounds – Phase 5 Sentence substitute - Paul eats peas with his meat. (beans reads cooks Phil) Kay must pay for her new bike. (toes Jean wait toy) We can bake a pie today. (they yesterday cake make) The boys shout as they play outside. (sleep girls run sing) They saw that the dog had hurt its paw. (found she tail stone) Children like the seaside. (dentist beach enjoy zoo) Loud sounds can be annoying. (noises singing frightening mountains) The girl came home on the train. (bird bus went boy) You can tie things up with string. (rope we glue ribbon)

Phonic Games Play some games Sharing games and ideas Phonic work should be multi-sensory in order to capture their imagination. More attention needs to be given to speaking and listening. (Rose Report – Principles of best practice) Children should be immersed in a language rich environment. (Principles for effective learning & teaching in CLL)

Websites http://www.bbc.co.uk/schools/wordsandpictures/phonics/ http://www.bbc.co.uk/bitesize/ks1/literacy/phonics/play/ http://www.myonlinereading.com/index.php

General questions Questions What has been useful? Evaluation