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Phonics Workshop

Phonics Workshop. Nursery and Reception. Welcome!. How has your child got on in Phonics? What did they enjoy? What did they find difficult? How did your child get on with the tricky words?. Nursery - Phase 1. Aspect 1 – Environmental sounds Aspect 2 – Instrumental sounds

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Phonics Workshop

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  1. Phonics Workshop Nursery and Reception

  2. Welcome! • How has your child got on in Phonics? • What did they enjoy? • What did they find difficult? • How did your child get on with the tricky words?

  3. Nursery- Phase 1 Aspect 1 – Environmental sounds Aspect 2 – Instrumental sounds Aspect 3 – Body percussion Aspect 4 – Rhythm and rhyme Aspect 5 – Alliteration Aspect 6 – Voice Sounds Aspect 7 – Oral blending and segmenting

  4. Phase 2

  5. How do we teach Phonics? • We use Jolly Phonics – actions, songs, pictures • Regularly recapping previous sounds • Regular reading and writing practise using the new sounds learnt • Learning letter formation • Games – Identify the item beginning with the sound ‘s’

  6. By the end of the term we are looking for the children to:- develop their listening skills- begin to create/ identify/ hear/ copy sounds- begin to hear the sound words start with- rhyme Where are we heading?

  7. Reception - Phase 3

  8. Phase 4 - Reading and writing CVCC and CCVC words, e.g. pink and black cvccccvc • CCVCC, CCCVC and CCCVCC words, e.g. trust, street, scrunch ccvcccccvccccvcc • Reading and writing tricky words • Reading and writing two-syllable words e.g. lunchbox • Reading and writing sentences

  9. Your turn! n t p ai s t t oa m p a n ch i z ee

  10. Your turn! pinch drip drip think think

  11. Tricky Words

  12. By the end of the term we are looking for the children to:- segment and blend words confidently- use the sounds learnt in phonics when writing- use the correct letter formation- write words how they sound- write sounds in the order they can hear them- break down speech into words- begin to use capital letters, finger spaces and full stops- write short sentences which can be read by themselves and others- write some tricky words correctly- rhyme Where are we heading?

  13. Gran went to get fresh milk. A wurm is my faivorutmineebeestbecoz it is wiglee. Wair do bees liv?

  14. Reading - Nursery Focus is on: Using a variety of basic reading skills - identifying the title, author, illustrator, blurb - picture cues to identify what is happening -making up stories - understanding that there is a beginning, middle and end to a story - discuss the characters, events and settings - retelling stories - knowing that print carries a meaning and it is read from left to right - recognise familiar words and signs such as own name and advertising logos - reading everyday!

  15. By the end of the term we are looking for the children to:- handle books independently, carefully and correctly- know that print carries meaning and it is read from left to right- talk about books and stories- to predict what will happen- to show awareness of rhyme and alliteration- enjoy a range of books- use vocabulary and forms of speech from books Where are we heading?

  16. Reading- Reception Focus is on: Using a variety of reading skills - identifying the title, author, illustrator, blurb - making up stories using key features of narrative - identifying whether the books are fiction and non-fiction and how they know - using books to find information - using a range of clues to help read and understand vocabulary - talking about what they have read and demonstrating understanding - reading everyday! Using phonics in reading - segmenting and blending words using their phonic skills - reading tricky words - reading poly-syllabic words

  17. - Take turns and read a page each- Discuss strategies you can use if you get stuck, i.e. picture cues, using what you have read so far as a clue, being persistent- Who can find the tricky word first?- Looking at words in the environment- Using the vocabulary and forms of speech by acting out the story, talking about itor drawing a picture.- Retell the story you have just read - Ask questions – Why did he/she do that? What would you do? What do you think will happen next? Which part of the story was your favourite? Why? Which character would you like to be? Why? - Stories do not need to be read or told in just English, using your home language is just as valuable. Reading strategies

  18. By the end of the term we are looking for the children to:- segment and blend words confidently- use the sounds learnt in phonics when reading- begin to read accurately- read and understand simple sentences- enjoy a range of books, including fiction, non-fiction, rhyming, magazines, comics, etc- understanding that information can be retrieved from books and even computers- use vocabulary and forms of speech from books- read some regular and irregular words Where are we heading?

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