Grapheme phoneme digraph trigraph consonant cluster tricky word Phonics: Quickstart Guide

grapheme

phoneme

digraph

trigraph

consonant cluster

tricky word

Phonics: Quickstart Guide

Essential phonics knowledge

• Adults need to:• know what graphemes are • know what phonemes are • How graphemes match with phonemes • Know that graphemes should be sounded, in order,

from left to right and the phonemes then blended all through the word for reading

•Letter progression:•Set 1: s, a, t, p•Set 2: i, n, m, d•Set 3: g, o, c, k

Phase 2

Phase 2

•Set 4: ck, e, u, r•Set 5: h, b, f, ff, l, ll, ss

What is a phoneme?

• Smallest unit of sound in a word• Approximately 44 phonemes in English

What is a grapheme?

Letters which represent phonemes are known as graphemes

3 big things about phonics

A phoneme can be represented

by one or more letters:

p sh ee ear

1

3 big things about phonics

The same phoneme can be

represented / spelled in more

than one way:

ai ay a-e

2

3 big things about phonics

The same spelling can

represent more than one sound:

ear bear

3

What is a digraph?

Digraph: Two letters, which make one sound.

ck ff sh ch

ea ie ir oy

What is a split digraph?• A digraph in which the two letters are not

adjacent – e.g. cake, hope, cube

cake

Enunciation

• Teaching phonics requires a technical skill in enunciation

• Phonemes should be articulated clearly and precisely

Go to YouTube

Search for Articulation of Phonemes

http://www.youtube.com/watch?v=BqhXUW_v-1s

Go to YouTube

Search for Mr Thorne

Enunciation

Vowel Phonemesa e i o uai ee igh oa oooo ar or ur owoi air ear er

Enunciation

Consonant Phonemes

b c d f g

h j l m n

p qu r s t

v w x y z

sh ch th th ng

How many phonemes?

Phoneme Count

witch

cat

up

edge

wing

wanted

Answers to Phoneme Count

witch

cat

up

edge

wing

wanted

Sound Buttons

c a tch

c r u tch

Phoneme Frame

p i tch

s t i tch

Consonant Clusters

black strong

felt blankWhere there are two or more consonantsnext to each other these are called clusters (ng is not a cluster but one phoneme)

dw

ng br sh

ck tch cl st

gl scr

dw

br ng sh

st

cl ck tch

gl scr

Clusters Digraph/Trigraph

Phase 3 - High Frequency Words

Decodable Words Tricky Words

will see he you

that for she they

this now we all

then down me are

them look be my

with too was her

Blending

‘Blending’ means merging the individual phonemes in order to pronounce a word.

In order to read an unfamiliar word, a child must recognise [ 'sound out’] each grapheme, not letter, and then merge the phonemes together to make a word.

Using your blending skills

As you read this word concentrate on the

skills of breaking the word into chunks,

identifying the graphemes and then

merging the individual sounds together

bleepippitousness

Coaching for blending

• Model the correct process• Break the word down into smaller

chunks

e.g. blend two sounds and then add a third or blend three and add a fourth

• Reinforce grapheme correspondences so that children recognise them when they see them in words e.g. ai in train

Segmenting

Segmenting means identifying the individual sounds in a spoken word [e.g. c-r-a-sh] and writing down or manipulating letters for each sound to form the word.

In order to spell the word, a child must segment it into its component phonemes and choose a grapheme to represent each phoneme.

Using your segmenting skills

When you write the following word,

concentrate on identifying the individual

phonemes in the word and then allotting a

grapheme to each phoneme to write the

whole word.

Coaching for segmenting

• Model the correct process• Give auditory prompts • Say the word slowly focusing on writing one

grapheme at a time• Child must check own word and modify it• Reinforce grapheme correspondences so

that children can reproduce them quickly when they are writing

tricky word – digraph – trigraph – consonant cluster

Tricky word

digraph

Essential phonics knowledge

• Do you?:• know what graphemes are • know what phonemes are • How graphemes match with phonemes • Know that graphemes should be sounded, in order,

from left to right and the phonemes then blended all through the word for reading

Idea Phase 2 Phase 2 Phase4 Phase 5 Phase 6RR PT A RR PT A RR PT A RR PT A RR PT A

Swapshop

Flash cards

igh dge tch

oo ar

Sound Buttons

c a tch

c r u tch

Phoneme Frame

p i tch

s t i tch

Quickwrite

And then…

Phonics Family Fortunes

Phase 3/4

night

sight

light

igh

Connect 4

Connect 3 – Phase 4

green stamp spin trip

trap grip star spoil

spoon tree crisp trust

trip crunch grab stop

CCVCCCVCC

http://www.classtools.net/education-games-php/fruit_machine

Connect 3 – Spelling

accommodate accompany according

apparent appreciate attached

aggressive committee communicate

community embarrass exaggerate

Word list Y5/6

Menu– Flash cards– Phoneme frame– Quickwrite– Sound buttons– Envelope– Family Fortunes– Connect 4

More ICT resources . . .

Pocket Phonics

Phoneme pophttp://www.ictgames.com/phonemeFlop_v4.html

Forest phonics

Quick phonics based spelling test

• The assessment is carried out as a traditional spelling test

• When the test is complete highlight the errors on each sheet

• Group the test papers together so that children with similar needs can be identified

Individual test sheet with errors highlighted

Class record sheet:Green = correctPink = incorrect

Read the grid vertically to show individual errors.Read horizontally to identify common errors to aid planning

Children’s names go here

• The test identifies children’s errors in spelling

• If children show a lot of errors, it might be worth identifying whether they are able to read the words

When phonics becomes spelling

Phase 6

• Children are taught:– Word specific spellings eg. see/sea, bed/head/said– To become increasingly fluent in the sounding and blending

of words when reading– To read and spell words with prefixes and suffixes, doubling

and dropping letters when necessary– To become increasingly accurate when spelling words

containing unusual GPCs e.g. laugh, once, answer

The 4-part lesson – 20 minutes

Revise - briefly practice what was taught yesterday

Teach - new GPC or blending or segmenting skills

Practise – what you just taught !

Apply - link the skill taught to reading or writing

Make sure all children are engaged

Suggested sequence for teaching spelling

Revise, explain, use

Teach, model, define

Practise, explore, investigate

Apply, assess, reflect

Flash Spelling

• A daily activity to support focused spelling– Write up a word on the board– Discuss

• Meaning• Easy bits• Tricky bits

– Suggest ‘fixing’ strategies

Flash Spelling

– Look at the word for 10 seconds and say it– Close your eyes and picture the word– Write the word with your finger on the table– Write on a whiteboard– SHOW ME!

• Remember to discuss strategies that will help children to remember spellings

accommodate

cemetery

embarrassed

Clear the board

• A game for two players– High frequency words– Personal spellings

• You will need:– Game board– A dice– A list of six spellings per player

Clear the board

1 2 3 4 5 6

Player 1……………….

Player 2……………….

Clear the board1. Write six spellings for each player on the game

board

2. The first player throws the dice, reads the number and looks at the word opposite the number

3. Using LCWSC the player tries to spell the word which the other player covers – if correct the word is crossed out – if not, it stays on the board

4. Player 2 takes their turn

5. If a blank space is hit because the word has already been removed, the player misses a turn

The first to remove all of their words wins

accommodate gauging symmetry cobbler harassed ankle

1 2 3 4 5 6

ecstasy. cemetery pedlar embarrassed unparalleled lady's

Player 1……………….

Player 2……………….

badge bridge huge change gem jacket

1 2 3 4 5 6

edge dodge age charge giant adjust

Player 1……………….

Player 2……………….

Now you see me…

1. Two children sit opposite each other with a pile of spelling cards between them – each has a whiteboard or pen and paper.

2. Player 1 picks up a card and reads the word aloud without showing it to the other player and then places it face down on the table.

3. Both players write the word.

4. They turn over the card and check their spellings.

5. If player 1 (who saw the word is correct s/he scores 1 point. If player 2 (who didn’t see it) is correct they score 2 points.

6. The game continues …

Now you see me …

Score Board

Player 1 Player 2

Word Points Word Points

Look, say, cover, write, check

Look Say Cover Write Check

bridge bridge bridge bridge

b r i d g e

b r i dge