Departments
English
Maths
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| Handwriting sheet - English - 26/11/2008
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| This is the script that we use at Nettlestone.
handwritingsheet.pdf
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| Synthetic Phonics - English - 25/9/2008
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Last week we held an information evening for parents about synthetic phonics. Here are some notes from the evening.
A guide to Synthetic Phonics
Background: The Rose Report
In 2006 the government commissioned a national review of the way that reading was taught. Sir Jim Rose outlined his findings in the Rose Report. Rose stated
The case for systematic phonic work is overwhelming and much strengthened by a synthetic approach, the key features of which are to teach beginner readers
Letter/sound correspondences in a clearly defined sequence
To apply the highly important skill of blending phonemes in order all through a word to read it
To apply the skills of segmenting words into their constituent phonemes to spell
So what does this actually mean......
Some terms explained:
Phoneme: This is the smallest unit of sound in a word. It can be represented by one, two or more letters. Any one phoneme may have more than one way of being written, e.g. the sound /ee/ is represented by different letters in the words meat, sleep, me and piece
Grapheme: This is a letter or group of letters which represents a spoken phoneme. Any given grapheme may represent more than one phoneme. For example the grapheme ea represents different phonemes in leap, steak, and bear.
Segmenting - To break spoken words into their constituent phonemes.
Blending - To run individual phonemes together to make a word.
There are 47 phonemes in the English language
We use the 26 letters of the alphabet either singly or in groups of letters to write the phonemes.
How we teach synthetic phonics at Nettlestone
Code-Breakers in Reception and Year 1 is primarily concerned to achieve two aims.
To show children that the words we say can be broken up into identifiable individual sounds.
To demonstrate that writing is a code. We can write down these sounds that we hear.
In pursuit of these aims, the main thrust of the sessions in Reception and Year 1 is to help the children to identify and count the number of sounds in each word (segment) and then to write down these sounds in order (encode). Simultaneously, these sessions address letter formation and handwriting.
In Year 2 Code-Breakers adopts a sound-led approach, as in Year 1, and shows children how we can write and then memorise a wide range of phoneme-to-grapheme patterns in words.
Key skills for writing
Segment and count sounds and use cradles to represent these visually.
Encode each sound onto cradles, discussing alternatives where appropriate.
Blend the sounds together to read back the word.
Key Skills for reading
The teacher marks individual sounds using cradles, or helps children to do this.
Decode the individual sounds, discussing possible alternatives.
Blend the sounds together to read the word.
How can you help at home?
Promote a love of reading
Let your child see you reading for pleasure
Read to your child
Join the library
Encourage you child to read anything
When?
As often as possible. Ten minutes a day is a good guide.
Choose a time when your child is happy to read- not when their favourite television programme is on or when a friend has come to play. Make sure it is not a time when your child is too tired.
Choose a time when you are happy to listen- not when you are in the middle of something else and can't give your full attention.
Where?
Somewhere quiet where you both feel comfortable and can sit closely together.
Somewhere where you are least likely to be interrupted- by television noise, or other members of the family etc.
Look at the cover- discuss what the book might be about.
Read the title of the book and the author.
Open the book and talk about the pictures, talk about what might happen.
Start reading!
Encourage your child to sound the words out, blending the sounds as they do so
Praise all their efforts- don't point out or get upset about their 'failure' to read a word. Children are individuals and they all progress at different rates- be proud of what your child can do!
Explain the meaning of any words they are unsure of.
Ask questions that encourage your child to predict what may happen next. Listen to your child- try not to do all the talking!
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| High frequency words - English - 16/8/2008
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Reception high frequency words:
I, go, come, want, up, you, day, was, look, are, the, of, we, this, dog, me, like, going, big, she, and, they, my, see, on, away, mum, it, at, play, no, yes, for, a, dad, can, he, am, all, is, cat, get, said, to, in.
Year 1 and Year 2 high frequency words:
has, had, an, as, bed, but, did, from, got, school, him, his, if, jump, not, of, want, one, little, there, do, off, could, put, than, that, them, then, us, when, love, new, about, another, because, by, can’t, down, half, home, just, live, after, back, been, called, first, have, house, last, made, again, ball, brother, came, don’t, good, her, how, laugh, make, many, much, next, old, out, seen, so, their, time, tree, who, were, may, must, night, once, over, should, some, these, too, water, what, would, more, name, now, our, people, sister, take, took, very, way, where, your, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday, day, week, January, February, March, April, May, June, July, August, September, October, November, December, month, year, one, two, three, four, five, six, seven, eight, nine, ten, eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen, twenty, number, red, orange, green, blue, black, white, brown, pink, purple, grey.
Year 3 revise previous high frequency words
Year 4 and Year 5 high frequency words
asked, began, being, can’t, didn’t, don’t, found, gone, show, brought, change, does, goes, heard, told, used, might, think, coming, I’m, jumped, leave, opened, started, think, thought, watch, knew, know, stopped, tries, turned, walked, write, woken, ask, almost, before, during, every, first, morning, number, often, still, until, always, any, better, half, much, never, only, second, today, sometimes, suddenly, upon, while, year, young, above, below, different, high, other, place, round, such, under, across, between, following, inside, near, outside, right, where, without, along, both, through, together, around, also, baby, balloon, great, sure, birthday, children, garden, happy, something, those, work, word, clothes, brother, head, heard, swimming, earth, lady, own, why, whole, eyes, father, friends, important, light, money, mother, paper, sister, small, white, sound, window, seen, been, green, deep, keep, sleep, neat, seat, beat, meat, made, shade, blade, spade, rain, train, brain, again, name, night, light, right, sight, fright, kite, bite, white, write, boat, goat, nose, rose, close, show, know, glow, flow, moon, soon, room, boot, goose, blue, drew, flew, tune, pull, good, look, took, book, stood, wood, car, bar, far, hard, card, scarf, farmyard, park, dark, boil, oil, coin, noisy, toilet, boiling, cow, brown, town, down, sound, owl, flowerpot, round, mouth, fair, scare, care, dare, bear, there, wear, hair, share, sport, floor, claw, door, caught, more, store, snore, her, were, bird, fur, nurse, turn, purple, turkey, first. | | |
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