Phonics for parents

1. Phonics for parents Mrs Tighe

2. Successful reading demands both word level reading and the ability to comprehend what has been read.

3. + Word recognition - + - Language comprehension

4. Good language comprehension, poor word recognition + Good word recognition, good language comprehension Word Recognition - + Poor word recognition, poor language comprehension Good word recognition, poor language comprehension - Language comprehension

5. Enunciation • When working with your child on a phonics activity, it is essential that both of you enunciate the sounds correctly. • Phonemes should be articulated clearly and precisely.

6. Letters and Sounds • DVD clip – enunciation

7. Phonic terminology:some definitions

8. Some definitions A phonemeis the smallest unit of sound in a word. C-u-p c-a-t d-o-g

9. Count the phonemes • How many phonemes (units of sound) can you count in the following words? • Bus • Ship • Bend • Round

10. Some definitions Grapheme Letter(s) representing a phoneme t ai igh

11. Some definitions Blending Recognising the letter sounds in a written word, for example c-u-p, and merging or synthesising them in the order in which they are written to pronounce the word ‘cup’.

12. Some definitions 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.

13. Some definitions Segmenting Identifying the individual sounds in a spoken word (e.g. h-i-m) and writing down or manipulating letters for each sound to form the word ‘him’.

14. Some definitions Digraph Two letters, which make one sound A consonant digraph contains two consonants sh ck th ll A vowel digraph contains at least one vowel ai ee ar oy

15. Some definitions Trigraph Three letters, which make one sound igh dge

16. Some definitions Split digraph A digraph in which the two letters are not adjacent (e.g. make).

17. CVC Words • C consonant phoneme • V vowel phoneme • C consonant phoneme

18. Consonant digraphs ll ss ff zz hill puff fizz sh ch th wh ship chat thin ck ng qu x fox sing quick

19. A segmenting activity s p l i p i l s

20. Segmenting

21. A basic principle The same phoneme can be represented in more than one way: • burn • first • term • heard • work

22. Sorting activity • Field • Moon • Room • Meal • Mine • Bus • Snake

23. The same phoneme canbe represented in more than one way a a-e ai ay ey eigh e e-e ea ee y i i-e ie igh y o o-e oa oe ow u u-e ue oo ew oo u oul ow ou ough oi oy ar a or aw ore a ough air are ear eer ear

24. Spelling • There are patterns that help to narrow possibilities – for example for each vowel phoneme some digraphs and trigraphs are more frequently used before certain consonants than others. • Children need to explore these patterns through word investigations. • This can be discussed while reading at home or discussing the spelling pattern in their key words

25. Spelling – using sound buttons • Placing a dot underneath each grapheme helps children to segment and blend difficult words, both for reading and spelling

26. High frequency words • The majority of high frequency words are phonically regular. • Some exceptions – for example the and was – are directly taught and called ‘tricky words’.

27. Games to play at home • The sorting activities above • There are lots of videos and websites to support phonics at home, including: Mr Thorne does phonics Jolly phonics BBC bitesize Phonicsplay.com Letters-and-sounds.com Ictgames.com Pirate phonics (ipad game)

28. Key word games • Key word bingo • Memory • Snap • Hide the key words around the house and have a treasure hunt