What does that mean Words you might hear

What does that mean? Words you might hear your child use… ■ Phoneme – the sound a letter makes ■ Grapheme – the written letter ■ Digraph – two letters together making one sound, e. g. /sh/ /ch/ ■ Trigraph – three letters together making one sound, e. g. /igh/ /ear/ ■ Split Vowel Digraph – two vowels separated by a consonant, making one sound, e. g. /o-e/ like in the word /stone/. Sometimes referred to as ‘silent e’ or ‘magic e’ ■ Double Consonants – two consonants making one sound, e. g. /ff/ ■ Adjacent Consonants – two consonants which can be closely blended together, e. g. /mp/ ■ Sounding out – recognising and saying the individual sounds in a word, e. g. c-a-t (this does not work if you say the letter names!) ■ Blending – blending the sounds in a word in the order in which they are written to pronounce the word, e. g. c-a-t = cat, sh-ee-p = sheep ■ Segmenting – separating the word into its individual sounds to spell it in the right order, e. g. cat = c-a -t ■ Chunking – splitting a word with more then one syllable into two or more chunks to make it easier to read or write, e. g. laptop= lap – top ■ Tricky Words – a word which cannot be sounded out and blended (does not follow normal sound patterns), e. g. /said/ ■ High Frequency Words – words which appear in reading books the most, e. g. /the/

WORKSHOP for parents of children in Reception and Year 1 Phonics Flashcards Reading Strategies Cursive Handwriting

Letters & Sounds • 26 letters in the alphabet • 44 sounds • 144 combinations for spelling!

Letters & Sounds /oo/ oo – boot ew – blew ue – blue u-e – rule to, two, soup, through, lose /oo/ - foot

Letters & Sounds – Phase 1 Home, Pre-School, –Reception • General sound recognition environmental sounds, body percussion (clap, click, tap), voice sounds • Rhythm • Rhyme • Alliteration

Phase 2 Pre-School, Reception Make it fun! ‘Phonics Aerobics’ Jolly Phonics

Phase 2/3 Blending abcdef… satpin… Recognising the letter sounds in a written word, for example s-a-t and blending them in the order in which they are written to pronounce the word ‘cat’ Not cuh-a-tuh Stretch the sounds (glue them together) to hear the word.

Phase 2/3 Segmenting The opposite of blending. Chopping up the words to hear all the sounds (will help your child to spell). Use robot arms to help separate the sounds. Stretch out the word. How many sounds are there in …? cat digger giraffe sheep difficult

Letters & Sounds – Phases 3, 4, 5 Reception, Year 1, Year 2 Reading and writing…. • Digraphs – chop • Trigraphs – fear • Split Vowel Digraphs – bone • Double Consonants – full • Adjacent Consonants – stamp • High Frequency Words – the, said… • Tricky Words - flashcards

Year 1 Phonics Screening Check § June (we will send out more information nearer the time) § Can they use their phonic skills to read real and nonsense words? § A way to check their progress and know what to teach them next § 40 words (20 real, 20 nonsense) § Child-friendly, 1: 1 with the teacher § Can be retaken in Year 2 – does not mean they are a bad reader!

High Frequency Words Common words which appear very often in written texts

Decodable : Words that can be sounded out Tricky: Words which have to be learned or recognised

How can we support our children to learn these words? - Seeing them often Flashcards Look Cover Say Write Check Saying the letter names as you write Games – snap, spray the word, bingo,

Reading Strategies Handling the book ü Left to right ü ‘Return sweep’ ü Turning one page at a time ü Pointing to each word (knowing the difference between a word and a letter) Decoding Strategies ü Picture clues ü Does it make sense? ü Skip the word ü Sound out and blend ü Chunk the word (look for digraphs etc. ) Do they understand the text?

Handwriting Why do we teach it? The focus on handwriting in the new National greater. curriculum is much How do we teach it? The teaching of handwriting involves modelling, copying and practising.

The Cursive Script Key Features • • Each letter starts on the line All cursive letters are taught with a lead-in and exit stroke. Child usually keeps pencil on the paper for the whole letter, giving a fluent style Modelling writing from left to right, children are less likely to reverse letters Teaching a clear distinction between capitals and lower case letters Letters are of a consistent and suitable size Letters are positioned appropriately on the writing line as well as in relation to one another. • They are taught in letter groups/families rather than alphabetical order. These groups are based on the orientation and shapes needed to form the letters.

Have a try! There is lined paper on the table

What we expect Reception • Cursive handwriting is modelled at the beginning early stage the emphasis is on readiness. of Reception. At this Year 1 • Children will have formal handwriting lessons Year 2 • Continue with formal handwriting lessons. Children will begin joining letters

Thank you for listening! On the website… • A copy of this Power. Point which includes a glossary of terms used in our phonics lessons • Cursive handwriting alphabet