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Phonics

Phonics. Communication, Language and Literacy. Phonics is. Enunciation. Pronouncing Phonemes. 1. f l m n r s sh v th z (continuous phonemes) 2. e p t ch h (unvoiced) 3. b d g w qu y j (voiced) Video showing pronunciation of sounds. The 44 phonemes. BLENDING

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Phonics

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  1. Phonics Communication, Language and Literacy

  2. Phonics is...

  3. Enunciation

  4. Pronouncing Phonemes • 1. f l m n r s sh v th z (continuous phonemes) • 2. e p t ch h (unvoiced) • 3. b d g w qu y j (voiced) • Video showing pronunciation of sounds

  5. The 44 phonemes

  6. BLENDING • Recognising the letter sounds in a written word, for example c-u-p and merging or ‘blending’ them in the order in which they are written to pronounce the word ‘cup

  7. SEGMENTING • ‘Chopping Up’ the word to spell it out • The opposite of blending • Use your ‘ROBOT ARMS’

  8. Key Principles • Sounds/phonemes are represented by letters • A phoneme can be represented by one or more letters e.g. Sh, th, ee, etc • The same phoneme can be represented/ spelled in more than one way e.g. rain, may, lake • The same spelling may represent more than one sound e.g. mean, deaf

  9. Phase 1 Letters and Sounds • Environmental sounds • Instrumental sounds • Body percussion • Rhythm and Rhyme • Alliteration • Voice sounds • Oral blending and segmenting

  10. Phase 2/Letters and Sounds • Sounds are introduced in sets/ We use Jolly Phonics and Sounds Write. • Set 1: s a t p • Set 2: i n m d • Set 3: g o c k • Set 4: ck e u r • Set 5: h b f ff l llss • Sounds Write – a i m s t n o p b c g h d f v e l r u j w z x y ffllss – Extended code aiee

  11. Activity: How many words can you make? • With word cards: s a t p i n m d make as many CVC & CV words as you can.

  12. Sound buttons rain bright witch laughter

  13. Phase 3/Initial Code and the Extended Code • Letter progression and graphemes continued • Set 6: j v w x • Set 7: y z zz qu • Set 8: ch sh th ng • Teach: ai ee igh oa oo ar or ur ow oi ear air ure er

  14. Tricky Words Words that are not phonically decodeable e.g. was, the, I Some are ‘tricky’ to start with but will become decodeable once we have learned the harder phonemes e.g. out, there,

  15. Can you use the phoneme frame to work out how many sounds there are in these words?

  16. Later we will get an opportunity to visit the Reception classrooms to look at the resources we use at school.Here are some useful websites:www.parentsintouch.co.ukwww.bbc.co.uk/schools/parentswww.jollylearning.co.uk/www.focusonphonics.co.uk/www.syntheticphonics.com

  17. And now you have the knowledge… Play lots of sound and listening games with your child. Read as much as possible to and with your child. Encourage and praise – get them to have a ‘good guess’. Ask your child’s teacher if you want to know more.

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