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Reading and Phonics Workshop

Reading and Phonics Workshop. Thursday 13 th October 2011. Aims of the meeting…. Spellings Reading in the Foundation Stage Reading in Years 1 and 2: phonics! Phonics Activities. Spelling Test!. Can you spell these words?. f lursed d eplotal s plooter shareet. Spellings.

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Reading and Phonics Workshop

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  1. Reading and Phonics Workshop Thursday 13th October 2011

  2. Aims of the meeting… • Spellings • Reading in the Foundation Stage • Reading in Years 1 and 2: phonics! • Phonics Activities

  3. Spelling Test! Can you spell these words?

  4. flursed deplotal splooter shareet

  5. Spellings • Knowledge of phonics is useful in spelling new words. • Close connection between phonics and spelling. • Key Stage 1- high frequency words and phonic spellings. • Tested in different ways…

  6. How can I help my child? • Use the look, cover, write check method. • Practise words within a cloze. Mary saw a _____ on the roof. • Practise words in a sentence. Mary saw a cat on the roof.

  7. Phonics in the Foundation Stage • Jolly Phonics • Tricky words • Sound association • Practical activities • Visual clues

  8. Reading in Years 1 and 2 Reading Test!!!!!

  9. Can you read these words? • crassled • plartions • Maffed • ruetrope

  10. What does this tell us about reading? • Using phonics is integral to reading. • Children in Years 1 and 2 need to develop efficient word building skills e.g. NOT: f-i-s-h-i-n-g BUT: f-i-sh-ing

  11. WARNING! • Though phonic strategies are very useful in reading, spelling and writing there are many words where these sounds do not apply. • Sight words: words your child needs to learn by sight e.g. the would he she

  12. Searchlights • Phonic (sounds and spelling) • Knowledge of context • Grammatical knowledge • Word recognition and graphic knowledge

  13. Key Stage 1 – Letters and Sounds • 6 phases • Range of activities – 25 minutes • Revisit • Teach - Demonstration – teacher models • Practise- Show me – e.g. using whiteboards • Apply - Get up and go - movement

  14. Suggested daily teaching sequence Introduction( objectives & success criteria) ↓ Revisit & review ↓ Teach ↓ Practise ↓ Apply ↓ Assess learning against success criteria

  15. Phase Four Consolidates knowledge of GPCs Introduces adjacent consonants No new GPCs Typical duration: 4-6 weeks

  16. Phase Five Introduces additional graphemes Introduces alternative pronunciations for reading Introduces alternative graphemes for spelling Developing automaticity Throughout Year One

  17. Phase Six Increasing fluency and accuracy Throughout Year Two (although teaching of spelling continues well into KS2)

  18. So what does your child need to know? • Reception: initial, medial and end sounds. Onset-rime e.g. bat, cat, hat - Long vowel sounds introduced • Year 1: Long vowel sounds and blends-beginning and end clusters e.g.pl,fr and sh, ch • Year 2: Reinforce long vowel sounds: a e i o u as well as ar,or,er, ch, ph, wh etc. Working on spelling, including prefixes and suffixes, doubling and dropping letters etc. • Children have high frequency words to learn in each year group.

  19. Activities • Foundation Stage: Jolly Phonics x2 • Key Stage 1: Letters and Sounds x2 • ICT: Interactive Whiteboard Activities • Please use the numbers in sequence to move to each table…

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