Orange Class Tuesday 21st November 2017 Phonics Workshop Orange Class Tuesday 21st November 2017
Session Aims To share how phonics is taught at Hambrough. To develop parents’ confidence in helping their children with phonics and reading To teach the basics of phonics and some useful phonics terms To show examples of activities and resources we use to teach phonics To give parents an opportunity to ask questions
What is Phonics? Phonics Is the term given to the sounds a letter or letters make. Fast paced programme learning a new sound daily – we use Jolly Phonics and Letters and Sounds together. There are 44 sounds in the English Language. Phonics teaches your child to read and write.
Let’s try saying the sounds! s a t p i n m d g o c k ck e u r h b f ff l ll ss
Phonics Words! Blending Your children will learn to use the term: Blending To recognise the separate sounds in a word and then blend (squash) them together to say the whole word.
cat doll
Segmenting Phonics Words! Your children will learn to use the term: Segmenting To hear a whole word and say each individual sound that they hear.
u s b
Phonics Words! Diagraph When two letters make one single sound.
Phonics Words! Tricky Words the as is no go Words that can not be sounded out and don’t follow the typical phonics rules. the as is no go
From Phonics to Writing Children begin with single sounds and we build this up to cvc words to writing phonetically plausible attempts at words. For example Was – woz good – gud circle – sercl We praise children for their attempts and will only correct during a phonics session. More often than not if we can read it we will not correct if it is independent writing.
Exemplification – end of year expectations
Exemplification – end of year expectations
Exemplification – end of year expectations
Exemplification – end of year expectations
Reading Record Write the comment to the child straight after reading. This models writing skills but also makes it relevant to the child and will boost their confidence. We want it to become a conversation between home and school. We read this first before we listen to the children read. For example Well done Priya, you were using the pictures to read. You sounded out the word cat and read it all by yourself – fantastic!
Phase Three Embed skills previously taught Teach long vowel sounds Teach consonant diagraphs Rapid progress
Let’s try saying the sounds! ch sh th ng ai ee igh oa oo ar or ur ow oi er Trigraph – three letters that makes one sound ear air ure
Reading Top Tips Reading books will be sent home with a reading record. Please write a comment or sign each week. Little but often. Allow children to use the pictures to read unfamiliar words. Assist in the segmenting and blending of words. Give lots of praise and encouragement – it can take a while for child to get into the routine of reading. DON’T GET YOUR CHILD TO READ IF THEY ARE TIRED!! We only send home one book a week as we know they will be doing other reading. We listen to all children read each week.
ActiveLearn – Bug Club
So how can you help at home? Be a good role model show your child you are interested in reading. Try and ensure that a bedtime story is read every night. Statistics state that is increase a child’ s reading age over a child who doesn’t have a bed time story by 18months. Sound talk at home it can turn into a game. We are going to the p-ar-k. It helps them to begin to blend the sounds. When writing with your child sound out as you write this includes texting and emailing. Write a shopping list with your child modelling writing they then have to tick of the shopping – what sound does milk start with which word do you think it is… etc
So how can you help at home? Oral blending: the robot game Children need to practise hearing a series of spoken sounds and merging them together to make a word. For example, you say ‘b-u-s’, and your child says ‘bus’. Using the environment to spot sounds/words they already know.
Any Questions? Thanks for listening!
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