Phonics Resources NOS AMIS PHONIQUES POSTERS PHONICS FINAL.PPTX.

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2 Phonics Resources NOS AMIS PHONIQUES POSTERS PHONICS FINAL.PPTX

3 Phonic friends – original by Jane Somerville LinkedIn Scheme - sounds 1-25: progressive scheme of work, building on prior knowledge - powerpoint and matching grids for each sound - accompanying song, rhyme, tongue twister, dictation, story… - resources available on Teaching School website (draft version!)

4 Reference sheet to stick in books Sounds 1-25 (could be a tick list?) Letters / letter stringsSounds a â à [ah] e eu oeu [uh] o ô au eau ot aux aud [oh] eaux ch [sh] r [ruh] i ie y [ee] ui [wee] é ez et er ey [ay] th tte [t] ou [oo] u [ue] è ê ai [eh] on om [orn] en em an am [arn] -ant (e)an aim (i)en (o)in [ann] in em ein eim ain un / um [urn] oi [wah] qu [kuh] ç ss [ss] s [zuh] j gi gé ge [juh] gn [nyuh] ille [eey] eille eil [ayy] aille ail [eye] euil [uhy] tion [see-on] sion [zee-on] Silent letters h (at beginning of word) Final silent letters d p s t x z

5 Anne à â a [ah] 1 Powerpoints: Sounds 1-25

6 OHT grids for each sound

7 lacsacâne ballepatte ananas banane papa Sound cards for each sound

8 [uh][ah] [oh] [uh] [oh] [ruh] aàâe euœaueau ôo__ d__ p __ s__ t__ xr Matching cards/grids

9 Virelangues 1 Si ma tata tape ta tata Ta tata sera tapé Tongue twister

10 But what do you do with it??!!?

11 Remember you need to show progress… 1. Start by listening to the phonemes and having activities that are purely passive – listening to an individual sound, then the sound in a word, then the sound in a sentence, then the sounds in a song, tongue twister or story. 2. Progress to actively producing the sound: lots of choral repetition first – whole class, groups, boys/girls, ping-pong, then producing independently from reading the sounds / words 3. and finally writing

12 Possible ideas to use with the powerpoint 1.Odd one out – which word does not have an [a] sound ? Show me your fingers! 2.Lotto – choose 3 words 3.Slam !

13 Une Patate http://www.youtube.com/watch?v=OCNqKG2SdCo

14 Une Patate When you hear the sound [a] : 1.Clap your hands 2.Pass the potato! 3.Build a brick tower

15 Une Patate Une patate, avec des yeux, avec un nez, avec une bouche. Une patate, avec des bras, avec des jambes et un chapeau. Une patate qui aime danser qui aime danser qui aime danser qui aime danser qui aime danser qui aime danser…. Deux patates, avec des yeux, avec des nez, avec des bouches. Deux patates, avec des bras, avec des jambes et des chapeaux. Deux patates qui aiment danser qui aiment danser qui aiment danser qui aiment danser qui aiment danser qui aiment danser… Trois patates qui aiment danser qui aiment danser….

16 Points de grammaire: - un une - qui aime danser qui aiment danser - j’aime danser / j’aime jouer

17 Une patate Using language we already know to secure progression – eg j’aime + infinitive -er verb endings (As well as reinforcing the phonics) a http://www.youtube.co m/watch?v=OCNqKG 2SdCo

18 Fleur œu e eu [uh]

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20 Can we show progress with 2 sounds? 1.[a] or [e] ? Show me the right card 2.2 teams – stand up when you hear your sound 3.http://www.youtube.com/watch?v=EWsFor4zTsohttp://www.youtube.com/watch?v=EWsFor4zTso 4.clap when you hear your sound 5.Clap when you hear [a] tap feet when you hear [e] 6.Dictée

21 Dictée Ecoutez bien le mot et ajoutez le son correct 1.l _ 2.v _ 3.t _ 4.s _ 5.m _ 6. f _ _ 7. bl _ _ 8. _ 9. s _ le 10. s _ _ le

22 Dictée – les réponses 1.Le 2.Va 3.te 4.Sa 5.me 6.f eu 7.Bleu 8.À or a 9.sale 10. seule

23 Trouvez les mots avec [e] 3 ‘WIPEOUTS’ = FINI!!!! Cliquez pour commencer…

24 je pluie le jouer heureux jeu frère pue creux fou voeu feutre pour ceux préféré mes J’ai peux terre feux pneu joue pleut noeud cent vert me but cheveux dé

25 T’choupi à l’école “A la queue leu leu” Qu’est-ce que c’est la queue en anglais? http://www.youtube.com/watch?v=em9L87UCRds

26 Point de grammaire – le la l’ C’est la queue du chat C’est le dos du chat C’est l’oreille du chat

27 Some more ideas… (handout) Pass the object – something related to story – pass round circle every time you hear the phoneme Clap/hands on head/ other action whenever you hear the phoneme Count the number of times you hear the phoneme – building cubes as a team Lotto – different words with the same sounds, or different sounds Once you know more than one sound, have each sound on a different wall and point (or run) to the correct wall. Progress to having several sounds round the room, and calling out words rather than sounds. Give groups a sound to collect – first team to put their hand up wins the word – also practises ‘je voudrais’ ‘Fruit salad’ game Happy families game – find your family Fill in the blanks (once you know the song or rhyme well) Odd one out – read the sound 5 times but for one of them do a different sound – children hold up their fingers to show which was the odd one out French/ English comparisons – arguing footballers say the sound with an English / French accent – eg ch, oi, ou, i

28 Some more ideas… (continued) Slam, individual slam, jumping slam I went to market memory game in groups, adding a sound each time Creating words using cards – spell out words with cards for support – jigsaw words Progress to spelling out words on mini whiteboards – they don’t need to be real words! Simple hangman – start with one missing letter – eg c o _ on then progress to two – eg é l _ ph _ t Human dictation – all children have a sound and come to the front when their sound is needed to spell the word – can work in groups Write rhyming pairs – describe an animal with a rhyming adjective

29 So what could you do with it??!!? 15 minutes in groups with a sound and some resources. What could you do with it? Login name : mflphonics Password : language https://fronter.com/leicester/

30 ui http://www.youtube.com/watch?v=PFogDcOLm_k

31 http://www.youtube.com/watch?v=EQ-v06Ngilk ou

32 Léon le caméléon Using language we already know to secure progression – eg key phrase où est…? As well as reinforcing the phonics on http://www.youtube.com/watch?v=Y HII3ydsL8U

33 Jean Petit qui danse Using language we already know to secure progression – eg -er verb endings As well as reinforcing the phonics an http://www.youtube.c om/watch?v=yjSAMI YrvEA

34 Using language we already know to secure progression – eg du, de la, de l’, des As well as reinforcing the phonics ille La chenille qui fait des trous..\..\phonics\final phonics schemes june 13\23 ille eille aille\_Chenille_affa mee_final[1].ppt

35 Other resources available Sounds and words Cfbt book

36 Next hub meeting: Wednesday 4 th JUNE 2-4pm SLE Deployment forms- please take one and complete