Jason.wade@nottinghamcity.gov.uk
Jane.gill@nottinghamcity.gov.uk
Y1 Phonics showing test
* 20 manner of speaking from ph3 34 words ph4 40 words ph5 Therefore only 6 of the words needed ph5 knowledge.
* The principal(prenominal) things children nationally struggled with in order:
Split vowel digraphs
3 letter initial consonant strings
Polysyllabic words
Vowel digraphs/trigraphs
Questions to tip over?
1.WHAT WORDS DID OUR CHILDREN STRUGGLE WITH? We need to lay this so we wad work on this for our current Y1 children & Y2 children
2. are we overloading the children with phonemes? Are we giving priority to the right sounds?
3. Are we making real we are looking at the reading phonemes & not the alternative spelling phonemes. For the children that are struggling should we be cohesive to the reading phonemes first to consolidate? Do we need to identify which are the most useful ones?
cat father bring up
shape rain say hair
egg bread she bean plant free these chief
fern bird turn lift
kind life draw high hot
born paw haul go rear note mould crow
coin toy shout cow
sincere put young chew room you rude glue
unit cue cute teacher
4. Should we give time to teaching ph4 forrader teaching ph5, rather than teaching this alongside ph3 & ph5?
Activities for the 20 min phonics session
1.Overwriting- using coloured pens to identify sounds. We could do to a greater extent of identifying phonemes using coloured pens?
2.Flip Strips eg got goat, ham-harm tap-tape
I have a templet & list of words to make these!
3. Say it, involve it- kinaesthetic. Moving counters & letters- progresses from ph2 5. Really good for SW fight back groups phonics sessions.
4.Shannons Game. Making visual patterns...If you want to get a full essay, order it on our website: Ordercustompaper.com
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