- Slides: 14
Letters and Sounds Woodside Primary School September 2017
Aims of the session To share how phonics and early reading is taught, outlining the different stages in phonic development � To explore mark making and early writing � To share the basics of phonics and some useful phonics terms � To show examples of activities and resources we use to support you in helping your children with phonics and reading � To give you an opportunity to ask questions �
Successful reading Good word recognition + good understanding of language = successful reading + enjoyment!
Phonics Skills of segmenting & blending Knowledge of the alphabet To become confident and fluent readers, children must practise their reading skills regularly. Reading at home on a daily basis with your child will positively impact on his/her progress and enjoyment of reading.
Letters and sounds https: //www. gov. uk/government/uploads/system/up loads/attachment_data/file/190599/Letters_and_So unds_-_DFES-00281 -2007. pdf Age-related expectations for progress in phonics phases: By end of Phase 3 (Reception) – Secure Phase 3 By end of Y 1 – Secure Phase 5 By end of Y 2 and beyond - Phase 6
Phonemes and graphemes https: //www. youtube. com/watch? v=Bqh. XUW_v-1 s https: //www. youtube. com/watch? v=KCMvs. Qho 4 ZE Oral blending and segmenting games: • Toy talk • Clapping sounds • Which one? • Cross the river • I spy
What is a phoneme? �A phoneme is simply a sound within a word e. g. ‘c’, ‘a’ and ‘t’ are three phonemes in the word cat.
What is a grapheme? �A grapheme is a letter or a number of letters that represent a sound (phoneme)
What are digraphs and trigraph? � Digraphs are two letters which make one sound e. g. ‘ch’ as in children. � Trigraphs are three letters which make one sound e. g. ‘igh’ as in light.
Sounding out and blending � Children sound out the words that they see in order to blend the sounds together to read words e. g. “f-u-n, fun”. � High frequency words e. g. it, am, and. � Non-decodable, ‘tricky’ words e. g. the.
Segmenting to spell � Children segment the sounds in words to spell e. g. “shell, sh-e-ll”. � When segmenting ‘tricky’ words we spell them out using letter names. � Within the Early Years Foundation Stage children’s writing should be phonetically plausible.
Reading By 54 months (4. 5 years) • Recognises familiar signs and labels, and their own name. • Hears and says initial sounds in words. By 60 months (5 years) • Talks about what they have read showing some understanding and emotional engagement with the content. • Links sounds to letters when segmenting and blending CVC words. Early Learning Goal (By the end of the Reception year) Children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read.
Writing By 54 months (4. 5 years) • Uses groups of letters or letter-like shapes when writing. • Ascribes meaning to the marks they make. By 60 months (5 years) • Segments CVC words and uses appropriate letters to represent sounds in their writing. • Writes for different purposes. Early Learning Goal (By the end of the Reception year) Children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.
How can we help at home? � http: //www. letters-and-sounds. com/ � http: //www. phonicsplay. co. uk/ � https: //www. bbc. co. uk/iplayer/cbeebies/episodes/b 01 cz 0 p 1? pag e=2 (Alphablocks) � https: //central. espresso. co. uk/ Username: student 2703 Password: woodside Learning should be fun! Thank you!