1 / 24

Welcome Phonics Impact Workshop 2014

Welcome Phonics Impact Workshop 2014. Heavers Farm Literacy Policy AIMS AND OBJECTIVES:. • to help them become confident, independent readers, through an appropriate focus on word, sentence and text-level knowledge;

alden
Télécharger la présentation

Welcome Phonics Impact Workshop 2014

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Welcome Phonics Impact Workshop 2014

  2. Heavers Farm Literacy Policy AIMS AND OBJECTIVES: • to help them become confident, independent readers, through an appropriate focus on word, sentence and text-level knowledge; • to develop enthusiastic and reflective readers, through contact with challenging and substantial texts;

  3. Today we are going to focus on phonics. What is phonics? Phonics is recommended as the first strategy that children should be taught in helping them learn to read. It runs alongside other teaching methods such as Guided Reading and Shared Reading to help children develop all the other vital reading skills and hopefully give them a real love of reading. Statement from ‘phonics play’

  4. At Heavers Farm we use the Letters and Sounds framework. Supplemented by a range of other resource providers.

  5. Learning Skills • Single sounds • Blending • Tricky words • Segmenting • Digraphs • Trigraphs • Split digraph

  6. Blending • Single sounds • Segmenting

  7. Blending • Single sounds • Segmenting CVC – hat pen sit CVCC/ CCVC – hand shop Lets have a go at reading some CVC, CVCC and CCVC words

  8. Tricky words Lets have a go at reading some tricky words

  9. Blending • Digraphs • Segmenting

  10. Blending • Digraphs • Segmenting th thing ch chin ee feet ai pain Lets have a go at reading some digraphs

  11. Blending • Digraphs • Segmenting

  12. Blending • Trigraphs • Segmenting

  13. Blending • Trigraphs • Segmenting air hair ear fear air chair ear near Lets have a go at reading some trigraphs

  14. Split digraph Mr Thorne and the a-e Split Digraph http://www.youtube.com/watch?v=W1xqLjHF53A rope bake kite Lets have a go at reading some split digraphs

  15. Phase 6 – Letters and Sounds Summary By the beginning of Phase Six, children should know most of the common grapheme– phoneme correspondences. They should be able to read hundreds of words, doing this in three ways: ■ reading the words automatically if they are very familiar; ■ decoding them quickly and silently because their sounding and blending routine is now well established; ■ decoding them aloud. Children’s spelling should be phonemically accurate, although it may still be a little unconventional at times. Spelling usually lags behind reading, as it is harder. During this phase, children become fluent readers and increasingly accurate spellers

  16. Phase 6 – Letters and Sounds • Plurals • Past tense • Prefixes and Suffixes • Spelling patterns

  17. Phase 6 – Letters and Sounds 1. • Plurals 2. 3.

  18. Phase 6 – Letters and Sounds Rule 1:If a vowel is followed by two consonants, just add -ed. Rule 2:If you have a v-c-e pattern, drop the silent e and add -ed. • Past tense talk talked smile smiled

  19. Phase 6 – Letters and Sounds Rule 3:If a vowel is followed by one consonant, you must double the last consonant letter and add -ed. • Past tense hug hugged

  20. Phase 6 – Letters and Sounds Rule 1:If a vowel is followed by two consonants, just add -ing. Rule 2:If you have a v-c-e pattern, drop the silent e and add -ing. • Prefixes and Suffixes talk talking smile smiling

  21. Phase 6 – Letters and Sounds Rule 3:If a vowel is followed by one consonant, you must double the last consonant letter and add -ing. • Suffixes drop dropping

  22. Phase 6 – Letters and Sounds • Spelling patterns Adding prefixes, suffixes such as edand ing are spelling patterns. Making words plural by adding s or es are spelling patterns. There are a huge range of words and rules for children to learn to help them read and write. It is important to let children learn and develop these skills at their own pace! However a gentle helping hand is always a good idea. Here are some tips and websites to help you help your child with phonics.

  23. Useful tips • The single most important thing you can do to help your child develop their phonic skills is PRACTICE  • Read with your child every day, even if it is just for 10 minutes. • Talk about the content. Ask questions. Does your child understand what they are reading? • When helping your child to write, help them to sound out the individual sounds in each word. Draw sound buttons to help guide them if they need extra support. Be patient, you may have to do the same thing several times before they grasp the skill or remember the correct spelling. • Thats okay 

  24. Useful links and resources Communication for all – has a range of sound mats and printable resources you can use at home. http://www.communication4all.co.uk/http/PhonicsPlus.htm Phonics Play– has a range of printable resources you can use at home and interactive games. http://www.phonicsplay.co.uk/ Top Marks– has a range of interactive games. http://www.topmarks.co.uk/interactive.aspx?cat=40 Family Learning – has a range of interactive games. http://www.familylearning.org.uk/phonics_games.html Family Learning – has a range of interactive games. http://www.bbc.co.uk/bitesize/ks1/literacy/

More Related