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Teaching and Learning Phonics at RA Butler

Learn how phonics is taught, develop confidence in helping children with phonics and reading, understand phonics terms and stages of development, and explore activities and resources used at RA Butler School.

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Teaching and Learning Phonics at RA Butler

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  1. Teaching and Learning Phonics at RA Butler • Wednesday 28th November 2018

  2. Aims • To share how phonics is taught. • To develop parents’ confidence in helping their children with phonics and reading • To teach the basics of phonics and some useful phonics terms • To outline the different stages in phonic development • To show examples of activities and resources we use to teach phonics • To introduce ‘The Big Spell’

  3. Letters and Sounds • A high quality phonics resource produced and recommended by the government • Takes account of the best practice seen in the most successful early years settings and schools.

  4. Why teach phonics?

  5. Phonics is all about using … skills for reading and spelling Segmenting and blending knowledge of the alphabet +

  6. Daily Phonics Sessions with their class teacher

  7. Phonic terms your child will learn at school • Phonemes: The smallest units of sound that are found within a word. A phoneme is something you hear.

  8. Grapheme: The spelling of the sound e.g. th • A grapheme is what you see Children need to practise recognising the grapheme and saying the phoneme that it represents.

  9. Digraph: Two letters that make one sound when read e.g. sh • Trigraphs: Three letters that make one sound e.g. igh • CVC: Stands for consonant, vowel, consonante.g c a t • Tricky words: Words that cannot easily be decoded, sometimes referred to as ‘red’ words.

  10. Sound buttons • Using ‘sound buttons’ can you say how many phonemes are in each word? • shelf • dress • sprint • string

  11. Did you get it right? • shelf = sh – e – l – f = 4 phonemes • dress = d - r - e – ss = 4 phonemes • sprint = s – p – r – i – n – t = 6 phonemes • string = s – t – r – i – ng = 5 phonemes

  12. Segmenting and Blending Segmenting: Children need to be able toheara whole word and say every sound that they hear. e.g. If the teacher says ‘dog’ the child should be able to say ‘d o g – dog’ Blending: Children need to be able to hear the separate sounds in a word and then blend them together to say the whole word. e.g. If the teacher says ‘c a t’ the child should be able to say ‘c a t – cat’

  13. Segmenting bed = /b/ /e/ /d/ Blending: /t/ /i/ /n/ = tin

  14. Phase 3:Learning the long vowel phonemes • They will learn another 26 phonemes: • j, v, w, x, y, z, zz, qu • ch, sh, th, ng, ai, ee, igh, oa, oo, ar, or, ur, ow, oi, ear, air, ure, er • They will use these phonemes (and the ones from Phase 2) to read and spell words: chip, shop, thin, ring, pain, feet, night, boat, boot, look, farm, fork, burn, town, coin, dear, fair, sure

  15. Phase 4:Introducing consonant clusters: reading and spelling words with four or more phonemes • Phase 4 doesn’t introduce any new phonemes. • It focuses on reading and spelling longer words with the phonemes they already know. CCVC (black), CCCVC (strong), CVCC (felt), CCVCC (blend)

  16. Phase 5 • Teach new graphemes for reading • ay, ou, ie, ea, oy, ir, ue, aw, wh, ph, ew, oe, au, a-e, e-e, i-e, o-e, u-e • Learn alternative pronunciations of graphemes (the same grapheme can represent more than one phoneme): Fin/find, hot/cold, cat/cent, got/giant,

  17. Learning all the variations! Learning that the same phoneme can be represented in more than one way: burn first term heard work

  18. Learning all the variations! Learning that the same grapheme can represent more than one phoneme: meat bread hebed bearhear cowlow

  19. Teaching the split digraph A split diagraph is a two-letter sound that has another letter in the middle. tie time toe tone cue cube pie pine We don’t call it ‘magic e’ or ‘modifying e’ We call it ‘friend on the end’

  20. Spelling • Alongside phonics Year 1 also begin to learn the rules for spelling. Children look at plurals, root words, prefixes and the suffixes ed, est, ing, er

  21. Key Vocabulary: • Vowels and consonants – a, e, i, o, u, • Prefix-added to the beginning of an existing word in order to create a new word with a different meaninge.g. happy/unhappy • Suffix - letter or group of letters added at the end of a word to make a new word e.g. quickly, +ly • Root word - a basic word with no prefix or suffix added to it (a prefix is a string of letters that go at the start of a word • Compound word - A compound word is a combination of two or more words that function as a single unit of meaning e.g. supermarket • Plural – the plural of a word is used when referring to more than one person or thing. • Common exception words - words in which the English spelling code works in an unusual or uncommon way. They are not words for which phonics 'doesn't work', but they may be exceptions to spelling rules, or words which use a particular combination of letters to represent sound patterns in a rare or unique way.

  22. Structure of a typical lesson • Revisit/Review • Teach • Practise • Apply

  23. Letter Formation At RAB we have adopted a cursive handwriting approach. This means the children in reception have learnt the pre-cursive letters i.e. knowing that each letter starts from the line with a ‘whoosh’ and ends with a hook. Children

  24. The Big Spell! • Every half term the children will bring home 5 words each week. These 5 words consist of the expected vocabulary year 1 children are required to know and spell by the end of the year. These include high frequency words, common exception words and some topic related vocabulary. • As before, the children will be expected to learn their spelling words at home using a range of strategies they use in class. Example of these can be found on the website under- About us; Phonics Teaching Programme; Spelling activity cards. • At the end of each half term a reminder of all the whole half terms spelling words will come home ready for a final practise over the holiday. • The ‘Big Spell’ will consist of 5 words selected from all of the words that have been sent home over the previous half term. • To celebrate their hard work and effort a special spelling assembly will take place where children will receive certificates for improvement and consistency.

  25. Is there anything I can do at home?

  26. At home... • Read everyday with your child if possible • Help your child practise their big spell words (these sheets do not need to come back to school) • Play ‘I spy’ • Continue to play with magnetic letters, using some two-grapheme (letter) combinations, eg: r-ai-n = rain blending for reading rain = r-ai-n segmenting for spelling • Praise your child for trying out words • Look at tricky words • Look for phonic games online • Play pairs with words and pictures

  27. Don’t forget… Learning to read should be fun for both children and parents.

  28. Any questions?

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