reception phonics parent information session october 2019
TRANSCRIPT
Reception
Phonics
Parent
Information
Session
October 2019
Meeting objectives
• To have an overview of how we teach phonics at St George’s
• To look at cursive handwriting
• How you as parents/ families can help your child at home
• To answer any of your questions
•Children in the Foundation Stage aretaught phonics daily
•It begins with developing listeningskills, particularly discriminatingbetween sounds they can hear.
• The children are then taught tolisten to the sounds that differentletters make.
Phonics in Reception
• Go on a ‘listening walk’ with your childwhen you are outside – asking yourchild to identify different sounds theycan hear e.g. a bird, a train, a car.
• Objects in a bag – what can they hear?
• Teaching them Nursery Rhymes andsinging songs that rhyme.
• Playing music and allowing your childto move their body to the rhythm of themusic.
What can I do at home?
Make sounds using a range of props,such as running a stick along a fenceor tapping on a bin lid.
Alliteration is a lot of fun to playaround with. Your child’s name can be agood place to start, for example, say:‘Carl caught a cat’, ‘Jolly Jessie jumped’,‘Mummy munches muffins’.
What can I do at home?
Oral blending
Hearing a series of spoken sounds and • merging them together to make a spoken word – no text is used
• For example, when a teacher calls out b-u-s’, the children say ‘bus’
• This skill is usually taught before blending and reading printed words
Oral SegmentingThe reverse of oral blending
• hearing a spoken word and separating it into individual sounds
• For example, when a teacher calls out pig, the children say the sounds ‘p-i-g’.
• Let’s have a try!
Pronouncing the sounds
You need to be careful when you are saying the sounds with your child.
Take great care not to ad an –uh to the end of a sound as the children might blend the word incorrectly for example ‘t’ , j and p’
Learning what the letters look and sound like.
• This begins in Reception and the children are introduced to letters in sets (not in alphabetical order)
• They begin to blend and segment using these letters
s a t p i n• Can you think of some words we can
make using these letters?
•Lets go through the short, single soundstogether and the corresponding actions!
What can I do at home?
• Try breaking down simple words when you are giving instructions or asking questions, such as ‘Can you find your h-a-t hat?’ ‘Sit on the s-ea-t seat’.
• Find real objects around your home that have three phonemes (sounds) and practise ‘sound talk’. First, just let them listen, then see if they will join in, for example, saying:‘I spy a p-e-g – peg.’‘Simon says – put your hands on your h-ea-d.’
What can I do at home?
• Buy magnetic letters for your fridge or foam letters for in the bath. Find out which letters have been taught so far – have fun finding these with your child.
• Make words together, for example, it, up, met, sat. As you select the letters, say them aloud: ‘a-m – am’, ‘m-e-t – met’.
• Also do it the other way around: read the word, break the word up and move the letters away, saying: ‘met – m-e-t’.
Blending
We blend letters in words in order to read:-
b-e-d - bed
Segmenting We segment words into graphemes in order to write:-
ie:- man - m-a-n
But it’s not that simple!
Sometimes 2 letters make one sound
This is called a ‘digraph’.
For example in the word boat there are 4 letters but 3 sounds b-oa-t
Try this now with the word farm. How many times does your mouth change shape?
• We often use the idea of sound buttons with the children. Give
your child a word and ask them to write the sound buttons
underneath. A small circle indicates a single sound and a large
oval represents a digraph. For example
octopus rainbow
Sound Buttons
• We also use these phoneme frames as a strategy to help children distinguish between different sounds in a word. One sound fits into a box for example
• Draw a phoneme frame if your child is struggling to spell a word. Remember the number of boxes matches the number of sounds in a word and NOT the number of letters.
• Encourage your child to put in the sounds they already know.
Phoneme Frame
b oa t
• It is really important that children learn the names of the
letters as well as the sounds they represent. By the end of
Foundation Stage children are expected to know and be able to
use both sounds and letter names.
• When segmenting a word like shop sh-op it has 3 sounds but 4
letters. Children must refer to sh as the sound and not s-h
when blending and segmenting. Similarly the word boat b-oa-t
has 3 sounds but it has 4 letters.
Important points to remember
• Sometimes the same letters are pronounced differently for example
bread and seaor
chin school chef
The children will then use the context of what they are reading to
work out the correct sound
Important points to remember
• Sometimes the same sound is spelt differently
play, rain, lane, great, straight,eight, fete, they
Important points to remember
Some words cannot be sounded out
These are called ‘common misconception words’
words.Children learn them by sight. Flashcards Magnetic words Tricky word bingo Point them out in the
environment
Useful websites and apps to help your child at home.
www.lettersandsounds.co.ukinteractive games and resources
Mr Thorne does phonicsClips available on You Tube
Phonicsplay.co.uk interactive games
https://www.nessy.com/uk/apps/hairy-phonics-1/interactive games
https://www.teachyourmonstertoread.com/
• Espresso has a fantastic
section on Phonics with
video clips for each
individual sound.
• At St Georges we use the cursive style of handwriting. We have
found that this style has had a huge impact on the quality of
handwriting across the school.
• We teach the children to write every letter with an entry and
exit stroke. This is a much better foundation for teaching joined
handwriting as they get older. Children are taught that
every letter starts on the line
Handwriting