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Phonics for Parents

Phonics for Parents. Why phonics?. Not the only way, but the most effective way for most children to learn to read Breaks it down into learnable chunks Systematic. Rose Review of Early Reading 2006 Found that: Speaking and listening skills are essential as a basis for reading and writing

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Phonics for Parents

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  1. Phonics for Parents

  2. Why phonics? • Not the only way, but the most effective way for most children to learn to read • Breaks it down into learnable chunks • Systematic

  3. Rose Review of Early Reading 2006 Found that: • Speaking and listening skills are essential as a basis for reading and writing • Children learn best in a broad and rich language environment Recommended that: • Systematic discrete phonic work to teach accurate and fluent reading • Using phonics for spelling

  4. How do we read a word we don’t know? Antejentacular • Break it down • Sound it out • Use spelling patterns e.g. ‘ante’ (It means before breakfast!)

  5. Phonemes and Graphemes • Phonemes – sounds 44 phonemes in the English language we learn the pure sounds (listen to the sounds on the next page) • Graphemes – the letters representing each sound e.g. c ai igh We start by learning one way of writing each sound

  6. The 44 phonemes

  7. Blending c-u-p ‘blend’ them in the order in which they are written to pronounce the word ‘cup’

  8. Blend these words… • drep • blom • gris

  9. Segmenting • ‘Chopping Up’ the word to spell it out • The opposite of blending

  10. Once children are good with single phonemes… • digraphs – 2 letters that make one sound ll ss zz oa ai • trigraphs – 3 letters that make one sound igh dge We use sound buttons to show the phonemes more clearly: f igh t

  11. Segmenting Activity • How many sound buttons would you need for these words? • shelf • thick • sprint

  12. Did you get it right? • shelf = sh – e – l – f = 4 phonemes • dress = th - i - ck = 3 phonemes • sprint = s – p – r – i – n – t = 6 phonemes

  13. Tricky words • Words that are not phonically decodeable e.g. was, the, I, said • Some are ‘tricky’ to start with but can be decoded once we have learned the harder phonemes e.g. we Each year group has a list of tricky words to learn

  14. Letters and Sounds • Systematic daily phonics lessons • Keep practicing what we have learnt • Use what we have learnt in reading and writing • Multisensory – songs, actions, movements • Throughout KS1 and beyond

  15. Keep on Speaking and Listening • Explaining what you are doing • Listening to their thoughts • Modelling not correcting • Singing and saying rhymes • Sharing books • Retelling stories

  16. Example of a phonic Reading Book

  17. Reading • Little and often • Daily if possible – a few minutes • Also continue reading to your child regularly.

  18. Writing • Let them use as many sounds as they can hear gl gdeeloks

  19. Once you have a grapheme for each sound... ...You can have a go at anything! ‘sparkling, glitering, fierwirk!’ ‘antee dis establishment air ee anism’

  20. Thank you for listening! • Any questions?

  21. Useful websites • www.bbc.co.uk/schools/parents • www.jollylearning.co.uk/ • http://www.mrthornedoesphonics.com/ • http://www.starfall.com/n/levela/learn-to-read/play.htm?f

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