fonics or phonics?. wellcum too the fonicks wurckshop. i hoap theat yoo ar beegining two undirstand...
TRANSCRIPT
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Fonics
or
Phonics?
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Wellcum too the fonicks wurckshop.
I hoap theat yoo ar beegining two
undirstand hou a chighld fealls wen thai ar lerning
tue reed.
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Welcome to the phonics workshop.
I hope that you are beginning to understand how a child feels when
they are learning to read.
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Phonics at a glance
phonics is made up ofphonics is made up of
skillsskills of ofsegmentationsegmentationand blendingand blending
knowledgeknowledge of ofthe alphabeticthe alphabetic
codecode+
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Some definitions
A phoneme is the smallest unit of sound in a word.
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Grapheme:
Letter(s) representing a phoneme.
t ai igh
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Enunciation
•Teaching phonics requires a technical skill in enunciation
•Phonemes should be articulated clearly and precisely
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Letters and Sounds:The phonics resource for
EYFS & KS1
Six phase teaching programme
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Working on: Showing awareness of rhyme and alliteration, distinguishing between different sounds in the environment and phonemes,exploring and experimenting with sounds and words and discriminating speech sounds in words. Beginning to orally blend and segment phonemes.
Ph
ase
1 co
nti
nu
ou
s th
rou
gh
Ph
ase
2
–6
Working on: Using common consonants and vowels Blending for reading and segmenting for spelling simple CVC words.Working on: Knowing that words are constructed from phonemes and that phonemes are represented by graphemes.Letter progression:
Set 1: s, a, t, p Set 2: i, n, m, d Set 3: g, o, c, kSet 4: ck, e, u, r Set 5: h, b, f, ff, l, ll, ss
Phase 2
Working on: Knowing one grapheme for each of the 43 phonemes
Working on: Reading and spelling a wide range of CVC words using all letters and less frequent consonant digraphs and some long vowel phonemes.Graphemes: ear, air, ure, er, ar, or, ur, ow, oi, ai, ee, igh, oa, oo
Working on: Reading and spelling CVC words using a wider range of letters, short vowels, some consonant digraphs and double letters.Consonant digraphs ch, sh, th, ng
Working on: Reading and spelling CVC words using letters and short vowels.Letter progression
Set 7: y, z, zz, qu Set 6: j, v, w, x
Phase 3
Phase 4 Working on: Segmenting adjacent consonants in words and apply this in spelling.Working on: Blending adjacent consonants in words and applying this skill when reading unfamiliar texts.
Working on: Reading phonically decodable two-syllable and three-syllable words. Working on: Using alternative ways of pronouncing and spelling the graphemes corresponding to the long vowel phonemes.Working on: Spelling complex words using phonically plausible attempts.
Phase 6
SPELLING rules and strategies throughout KS2
Working on: Recognising phonic irregularities. and becoming more secure with less common grapheme-phoneme correspondencesWork ing on: Applying phonic skills and knowledge to recognise and spell an increasing number
Paving the way Children working securely and consistently at Phase 3 by end YR
Children working securely and consistently at Phase 5 by end of Y1
Colour codes
Beginning Y2 and continuing into KS2
Phase 5
Phase 1
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Some definitions
Blending:
Recognising the letter-sounds in awritten word, for example c-u-p, sh-ee-pand merging or synthesising them in the
order in which they are written to pronounce the words ‘cup’ and
‘sheep’.
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Some definitions
Segmenting:
•Identifying the individual sounds in a spoken word (eg h-i-m, s-t-or-k) and writing down or manipulating letters for each sound (phoneme) to form the word ‘him’ or ‘stork’.
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SegmentingHow many phonemes?
WORD PHONEMES
cup
rain
sheep
blink
straw
straight
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SegmentingWORD PHONEMES
cup c u p
rain r ai n
sheep sh ee p
blink b l i n k
straw s t r aw
straight s t r aigh t
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Some definitions
Digraph:Two letters, which make one phoneme.
A consonant digraph contains two consonants:
sh ck th ll ch
A vowel digraph contains at least one vowel:
ai ee ar oy
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Consonant digraphs
ll ss ff zzhill, mess, puff, fizz
sh ch th whship, chat, thin, whip
ng qu cksing, quick
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Some definitions
Split digraph:
• A digraph in which the two letters are not adjacent – e.g. make cake time dive nose cube
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Some definitions
Trigraph:
Three letters, which make one phoneme.
igh dge
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Model for daily discrete teaching of phonic skills and knowledge
REVISIT AND REVIEW Recently and previously learned grapheme-phoneme correspondences, or blending
and segmenting skills as appropriate
TEACHNew grapheme-phoneme correspondences; skills of blending and
segmenting
PRACTISENew grapheme-phoneme correspondences; skills of blending and segmenting
APPLYNew knowledge and skills while reading/writing
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How would you say the following
words????????????????
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Grapheme choices
glay glai
proyn proin
strou strow
sproat sprowt
dryt dright
smayn smain
groy groi
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Phonic Screening (June )
quiz jair back clain doom yewn short tabe brown clisk main thrand rude scroy
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Phase 6 (Year 2)
• Increasing fluency and accuracyThroughout Year Two through Support
for Spelling (spelling for Year 2 to Year 6)
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Teaching high-frequency words
• Those HF words that are not completely phonetically regular contain some known GPCs
• Start with what is known and register the ‘tricky bit’ in the word.
• E.g. the, said, was, me, go etc.
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• Phonics is the step up to word recognition
• Automatic reading of all words –decodable and tricky – is the ultimate goal.
• Go from learning to read to reading to learn!