Link to Learn Phonics...LINK TO LEARN PHONICS Teachers’ Notes A resource for trained SpLD teachers to use with their students (7+ yrs). Used in a selective and flexible way Link

Link to Learn

Phonics

...........................

www.linktolearn.co.uk

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http://www.linktol/

LINK TO LEARN PHONICS

Teachers’ Notes

A resource for trained SpLD teachers to use with their students (7+ yrs).

Used in a selective and flexible way Link to Learn Phonics supports the

multi-sensory learning of any structured phonic programme. (It is not intended to be followed as a programme and a page does not need to be completed before moving on.)

A summary style of presentation suits the natural ‘whole to part’ learning

of the dyslexic mind. This also provides a record of learning.

Practice pages are helpful for reinforcement.

Strategies for effective learning: Letter patterns are learnt by association with clue words and their clip art images.

Clue words are remembered readily when two are imagined interacting together, eg paint + spray for /ā/ mid and end choices. (One letter pattern will need to be secure before introducing the second.)

When linking images an even stronger memory can be made if students are encouraged to use their dyslexic ability to visualise in 3-D and colour with the added possibilities of humour and exaggeration.

Jill Rubie Cert Ed. Dip RSA SpLD 2014

With thanks to all my students and to Paul Rubie for technical support.

BBC Children’s Learning has given permission for the use of ‘Phonic Clip Art’.

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CONTENTS

How sounds are shown

How consonant sounds are made

1 a - h Vowel and consonant sounds 2 a - i Common endings 3 a - j Adding suffixes and prefixes 4 a - i Syllable types and vowel sounds, syllable division 5 a - e More endings 6 a, b Silent letters, Greek and French letter patterns

Clue words

APPENDIX Reading long and short vowels; ‘y’ rule practice; PAT blank page; strategies for memorable learning A1 - A6

Flash card cut-outs for vowel sounds B1 - B6 Vowel choices (mid and end): summaries C1 - C3 Vowel choices (mid and end): mixed dictation practice D1 - D4 Homophones: mixed dictation practice E1 - E6 Endings’ choices F1 - F6 Syllable types and practice for vowel recognition G1 - G5

Word families for vowel sounds H1 - H13

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HOW SOUNDS ARE SHOWN

Vowels are red

Unvoiced consonants (whispered) are black: ‘tap’

Voiced consonants (using vocal chords) are green: ‘bag’

Letters within this sign: / / indicate a sound (not a spelling)

The long sound of ‘e’ (its name) has this sign: /ē/

The short sound of ‘e’ has this sign: /ĕ/

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HOW CONSONANT SOUNDS ARE MADE

Say and hear the difference between the pairs, which feel the same:

Voiced sounds are green Unvoiced sounds are black (vocal chords) (whispered)

Using the lips or top teeth with bottom lip: b p v f w wh m nasal sound -

Using the tip of the tongue: d t j ch th (the, this, they) th (think, thanks, things) z s zh (division) sh l - n nasal sound - r - y -

Using the back of the tongue: g k - h - q

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page

record of learning

1a

R ā ē ī ō ū ă ĕ ĭ ŏ ŭ Sp

1b

short vowels in CVC words: ă ĕ ĭ ŏ ŭ

1c

R bl br cl cr dr dw fl fr gl gr pl pr sc sl sm sn sp st sw Sp R tr tw scr spl spr squ str ch th sh thr shr Sp R -ft -ld -lt -sp -st -nch -nd -ng -nk -nt -mp Sp

1d

phonemes a syllable onset and ‘rime’

1e

y as /y/ /ī/ /ē/

1f

soft c k before e, i, and y /s/ mid-word

1g

soft g gu before e, i, and y /j/ mid-word

1h

wa wor war o before m, n and v CVC with long vowel

1 Vowel and consonant sounds

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Link to Learn Phonics 1a

LONG VOWELS AND SHORT VOWELS (pages A1, B1 & B2)

Vowels

Every word (or syllable) has at least one vowel letter. Each of the five vowel letters has a long vowel sound and a short vowel sound: Long vowel sounds Say each of these vowel letter names: a e i o u

Put the long vowel sign ( ) above each letter. A vowel saying its name is a long vowel.

Short vowel sounds Say the clue word and listen. Say its first sound and write the letter underneath:

… … … … …

Put the short vowel sign ( ) above each letter.

Compare the long and short vowel sounds of the same letter:

Say the clue word for a long vowel (below) then the first sound, and compare this with the first sound of the short vowel clue word.

= ‘OK’

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Link to Learn Phonics 1b SHORT VOWEL SOUNDS

so unds

Say: ‘apple, ă’ ‘elephant, ĕ’ ‘ink, ĭ’ ‘orange, ŏ’ ‘umbrella, ŭ’

B…g and a sl…g

C…t and a r…t

Fill in the missing vowel when you can say each sound in the word.

Can you add more words with the same short vowel sound?

F…sh and a d...sh

H…n and a p...n

Fr…g on a l…g

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Link to Learn Phonics 1c

CONSONANT BLENDS AND DIGRAPHS

A consonant blend is a blend of 2 (or 3) consonants. Say and listen to the word, then write the first 2 sounds: ….. ….. ….. Write the consonant blend you hear at the end: ….. ….. ….. A consonant digraph is 1 sound made with 2 consonants. Say and listen to the word, then write the first sound (2 letters): ….. ….. …..

Write the consonant digraph you hear at the end: ..... ….. .....

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Link to Learn Phonics 1d

PHONEMES, SYLLABLES, ONSET AND RIME

A word is made up of separate sounds or phonemes. Read a word. Repeat it slowly without looking. How many phonemes can you hear?

swim … much … shell … rust ... fact ... think ... wish … chick ... melt ... rush … drank ... left ... spend ... twist ... pinch ... damp … splash ... thump ... held … scrap ... print ... shrink ... crisp ... struck ...

A syllable is a chunk of sounds said together, making up the beats in a word. Each syllable has one vowel sound: ‘but’ has … syllable and … vowel sound. ‘but / ter’ has … syllables and … vowel sounds. ‘but / ter / fly’ has … syllables and … vowel sounds.

A one syllable word can be split into ‘onset’ and ‘rime’: 1 The ‘onset’ (beginning) is a consonant (or consonant blend).

2 The ‘rime’ is the vowel and an end consonant (or consonant blend). has the same ‘rime’ as

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Link to Learn Phonics

PRACTICE FOR ONSET AND RIME ... (1d continued)

-ump -unch -ing

-ink -ent -and

Find a consonant (or consonant blend) to make words with these ‘rimes’:

a b c d e f g h i j k l m n o p q r s t u v w x y z

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Link to Learn Phonics 1e

THE SOUNDS OF ‘y’

‘y’ has 3 sounds ‘y’ has a consonant sound at the beginning of words: /…/

‘y’ is more often found at the end of a word, where it always says a vowel’s name: ‘ī’ or ‘ē’: Say each clue word (below), then the last sound. What do you hear? spy /…/ (mostly one syllable words)

“If at the end you hear an /ī/, be sure to write it with a ‘y’”. lolly /…/ (two syllable words)

What is ‘y’ saying? (/ē/, /ī/ or /y/)

/…/ /…/ /…/

(colour)

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Link to Learn Phonics 1f

SOFT AND HARD ‘c’ SOUNDS

c...

‘c’ has 2 sounds ‘c’ sounds /k/ before ‘a’, ‘o’ and ‘u’ (cat, cot, cut) ‘c’ sounds /s/ (its soft sound) when followed by these vowels:

Add the next letter

c... c...

s...y

Keeping the /k/ sound “Use ‘c’ if you can and ‘k’ when it’s needed.”

Use ‘k’ before ‘e’, ‘i’ and ‘y’:

bi...e

...ite

/s/ mid word ‘c’ is used before ‘e’, ‘i’ and ‘y’ (December, decide, cycle)

(your word)

suc

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Link to Learn Phonics 1g

SOFT AND HARD ‘g’ SOUNDS

Keeping the hard /g/ sound A silent letter separates ‘g’ from ‘e’, ‘i’ and ‘y’ like a wall. This is a vowel: ‘…’

‘g’ has 2 sounds ‘g’ sounds /g/ before ‘a’, ‘o’ and ‘u’ (gate, got, gun) ‘g’ usually sounds /j/ (its soft sound) when followed by these vowels:

g... g... g...

Add the next letter (except get, girl, give, gift, begin, anger)

? g...ide

g...ess g...y

/j/ mid word Always use ‘g’ for /j/ before ‘e’, ‘i’ and ‘y’ (except -‘ject’ endings) (danger, giant, Egypt)

(your word)

ma

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Link to Learn Phonics 1h

UNEXPECTED VOWEL SPELLINGS

‘w’ rules ‘w’ changes ‘wa’ to sound /wŏ/. It also changes ‘wor’ to /wer/ and ‘war’ to /wor/: /wŏ/

/wer/ /wor/

Say the word, then the vowel sound.

Also ‘qua’ says /kwŏ/ (squash, quarrel, quarter)

/ŭ/ spelt with an ‘o’ Before the invention of printing, the sound /ŭ/ was written with an ‘o’ when next to ‘m’, ‘n’, or ‘v’, to show the vowel more clearly: next to ‘m’ and ‘n’ before ‘v’

(nothing, some, wonder) (above, love, discover)

Long vowel instead of a short vowel

A single vowel followed by a consonant/s is nearly always a short vowel, except:

/īnd/ /ōld/ /ōst/

(find, kind,mind) (cold, hold, told) (host. most, post)

Also -‘ild’ (child, mild, wild) -‘olt’ (bolt, colt, jolt) -‘olk’ (yolk, folk) (‘both’, ‘pint’)

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page

record of learning

2a

/t/ /d/ /id/ plural -es

2b

-all -al a before s, f, and th

2c

-ff -ll -ss -ck

2d

k is no.3 f is no.3 l is no.3

2e

-k -nk -ck -ke -ic

2f

-dge -tch

2h Vce -ge -ce -se -ve -ore

2i 2 syllable words: al- -ful -til -age -ic -le

2 Common endings

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‘ed’ AND ‘es’ ENDINGS

‘ed’ endings (past tense of a verb) ‘ed’ at the end of a ‘doing’ word has 3 sounds:

/id/ (for a second syllable)

/t/ /d/

(your word) (your word) (your word) If you hear /t/ or /d/ at the end: is the word an action that has taken place? When there is a change of vowel sound between the present and past tense, the past tense /t/ and /d/ sounds will be spelled with a ‘t’ and ‘d’ (keep - kept, sell - sold).

Plural ‘es’ endings Add ‘es’ instead of ‘s’ for a plural making a second syllable (/iz/) (after endings -‘ch’, -‘sh’, -‘ss’ and -‘x’).

Also ‘es’ for verbs ending /ĭz/ (he crashes, she wishes)

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Link to Learn Phonics 2b

/orl/ AND /ar/ ‘RIMES’

/orl/ -‘all’ a b c d e f g h i j k l m n o p q r s t u v w x y z

/orl/ -‘al’

(chalk, stalk, walk) (halt, false, also, almost)

-all

/ar/ sound ‘a’ before ‘s’, ‘f’ and ‘th’ in the south of England sounds /ar/ /ars/ (class, glass, pass) /arst/ (fast, last, past) /arsk/ (flask, task) /arth/ (path)

/arsp/ (gasp, grasp, clasp) /arft/ (after, craft, daft)

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/f/, /l/, /s/ AND /k/ ENDINGS

‘floss and ck’: VCC at the end In words ending /f/ /l/ and /s/ directly after a short vowel, double the end consonant. Also: ‘ck’ for the /k/ sound.

(your words)

(except if, of)

(except yes, this, is, us, as, his, has, bus, gas)

Do all these words have a short vowel sound? yes / no

- vll

- vck

- vff

- vss

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PRACTICE FOR ‘FLOSS’ AND ‘CK’ ... (2c continued)


fl sp st ch

-ock

-ess

-ill

-uff

Add onsets to make a few words with the same ‘rime’ sound (page 1d)

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/k/, /f/, /l/ AND /s/ ENDINGS … (2c continued)

‘k’ is number 3 when a short word sounds /k/ at the end

Write 1 2 3 above each word:

“k is always number 3, the exception being silent e.”

Start counting from the (first) vowel.

bike : ‘k’ is not ‘number 3’ with silent ‘e’.

t r ŭ c k t r ŭ n k b o o k

When a short word sounds /f/ or /l/ at the end … … count 1 2 3 from the 1st vowel; number 3 will be ‘f’ or ‘l’ (exception silent ‘e’). /s/ sound at the end

Use 1 2 3 for ‘s’ after a short vowel only. Other words have ‘se’ or ‘ce’ (horse, face). A single ‘s’ when added to a whole word makes a plural (more than one).

............ lea... ............ tai...

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PRACTICE FOR /k/ ENDINGS ... (2d continued)

‘k’ is always number 3,

the exception being silent ‘e’.

(counting from the first vowel)

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SUMMARY OF /k/ ENDINGS

/k/ endings One syllable words: use ‘k’ at the end of a one syllable word (‘k is number 3’, page 2d)

use ‘ck’ after one short vowel (pages 2c & 2d) use ‘ke’ after one long vowel (VCe, page 4a) Two syllable words with short vowel ĭ: /ĭk/ at the end is spelt: …. (page 2i)

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PRACTICE FOR ENDINGS WITH BOTH SOUNDS OF ‘c’ (i) ... (1f and 2e continued)


pl sn st tr

-ack

-ake

-ank

-ace


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PRACTICE FOR ENDINGS WITH BOTH SOUNDS OF ‘c’ (ii) ... (1f and 2e continued)


pr sl sp tr

-ick

-ike

-ink

(five words only)

-ice


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/j/ AND /ch/ ENDINGS

-/j/ sound after a short vowel Always add silent letter ‘…’ before -‘ge’

-/ch/ sound after a short vowel

- v…ge

Add silent letter ‘…’ before -‘ch’

(except much, which, such, rich)

- v…ch

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SUMMARY OF SHORT VOWEL ENDINGS

1

C C

V

Two consonant walls shut in a single (short) vowel:

‘floss’ rule (page 2c) In words ending /f/ /l/ and /s/ after a short vowel, double the end consonant:

sn … dr … ch …

/k/ at the end:

and ‘ck’ for d …

/j/ and /ch/ endings (page 2f) ‘d’ is a silent consonant wall between a short vowel and -‘ge’. ‘t’ is a silent consonant wall between a short vowel and -‘ch’.

fr … e sw …

g ch

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REASONS FOR SILENT ‘e’

‘e’ at the end is always silent Silent ‘e’ has six different jobs:

VCe (‘e’ makes the vowel say its name)

-‘ge’ sounds /j/ (never ‘j’ at the end) (‘dge’ after a short vowel)

-‘ce’ sounds /s/ (‘ce’ is more common than ‘se’) (‘ce’ usually follows a long vowel) (‘e’ may be doing two jobs!)

-‘se’ makes a word (‘s’ is added to a word for a plural)

-‘ve’ (never ‘v’ on its own) -‘ore’ (except: or, for)

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Link to Learn Phonics 2i CHANGE OF SPELLING; WHETHER ONE OR TWO SYLLABLES

‘all’, ‘full’, ‘till’ and ‘less’ In 1 syllable words: ‘all’, ‘full’ and ‘till’ In 2 syllable words, drop the ‘l’: ‘al’-, -‘ful’ and -‘til’ Both 1 and 2 syllable words have -‘ss’ at the end (less and careless)

“In two syllable words drop the ‘l’ and keep the ‘s’, then you don’t get in a mess.”

grace

Endings with /ij/ and /ik/ /ij/ In 1 syllable words the ending is: ….… In 2 or 3 syllable words the /ĭj/ ending is: ….… (except knowlege) /ik/ In 1 syllable words the ending is: ….… In 2 or 3 syllable words the /ĭk/ ending is: ….…

saus

/l/ sound at the end In 1 syllable words the /l/ ending is: -‘ll’ or -‘l’ (fell, feel) In 2 or 3 syllable words the /l/ ending is: -‘le’, -‘al’ or -‘el’ (-‘le’ is usually a noun) Which of these is the most common? ..….

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PRACTICE FOR ONE OR TWO SYLLABLES ... (2i continued)

1 syllable words 2 or more syllables “In two syllable words drop the ‘l’…

all .…so .…ways ….most ….ready ….together ….though ….right full help…… grate…… pain…… use…… hope…… aw…… till un…… …and keep the ‘s’, then you don’t get in a mess.”

dress ad……… less un……… fear……… care……… end………

1 syllable words 2 or more syllables

/ij/:

m........ dam........ r........ aver....... /ik/: l...... publ…. p...... top…. tr...... electr…. s...... mus…. t...... plast….

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page

record of learning

3a

recognition of consonant and vowel suffixes

3b

suffixing rule: drop the e

3c

suffixing rule: doubling VCCV VCV VCCle VCle

3d suffixing rule: doubling rule for two syllable root words

3e

suffixing rule: change the y

3g

addding suffix ly

3h

prefix meanings

3i

prefix meanings

3j

double consonants: 1) 2) 3) 4)

3 Adding suffixes and prefixes

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ADDING SUFFIXES

A suffix is added to a complete word and alters its meaning: Sort these suffixes:

-ing, -s, -ed, -ly, -y, -er, -less, -en, -ful, -ish, -ness, -est, -ment

(‘y’ usually sounds /ē/ at the end of two syllable words)

root word

+ suffix

+ suffix

= new word

ly

ful

less

care

help

hope

play

use

vowel suffixes consonant suffixes

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ADDING SUFFIXES … (continued)

The three suffixing rules

1 Drop the ‘e’ rule

(your word) d i v e + e r = d i v e r Is the 1st V long? yes / no

VCe + V = VCV

e For root words ending -‘ce’ or -‘ge’: drop the ‘e’ before: -‘ed’, -‘er’, -‘ing’ and -‘y’ (changing) keep the ‘e’ for suffixes beginning: -‘a’ and -‘o’ (noticeable)

“When a root word ends with silent ‘e’, drop this ‘e’ before every vowel suffix.”

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ADDING SUFFIXES … (continued)

2 Doubling rule

(your word)

“When a root word ends: ‘1 vowel, 1 consonant’, double the final consonant before every vowel suffix.”

(Two consonants are needed to make the vowel short.)

h o p + i n g = h o p p i n g Is the 1st V short? yes / no

VC + V = VCCV

Also, before the ending ‘le’, two consonants follow a short vowel:

(-‘le’ was once spelt -‘el’: VCCel)

VCCle

(your word)

Is the V short? yes / no

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ADDING SUFFIXES ... (continued)

Doubling rule for root words with two syllables: 1 If a two syllable word ends vowel -‘l’, always double the ‘l’ before a vowel suffix. 2 If a two syllable word ends 1 vowel -1 consonant, before adding a vowel suffix, double the final consonant unless the 1st syllable is stressed. When the 2nd syllable is stressed, When the 1st syllable is stressed, double the final consonant. don’t double the final consonant.

háp pen + ed for gót + t + en

travel + l + er

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ADDING SUFFIXES ... (continued)

3 Change the y rule

1) -Cy + suffix = -Cisuffix (but keep ‘y’ before -ing)

y

(your word)

f r y + ed = f r i e d (but frying) Add ‘es’ for i) a plural (fries) ii) some verbs (carries, hurries)

2) -Vy + suffix = -Vysuffix

(your word)

p l a y + e d = p l a y e d

1 When a root word ends ‘cy’, change the ‘y’ to ‘i’ before all suffixes (except -ing). 2 When a root word ends ‘vy’, keep the ‘y’.

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SUMMARY OF ‘y’ SUFFIXING RULE

1) When adding a suffix to a root word

ending ..........

‘i’ comes along and kicks ‘y’ out of the word

(but keep ‘y’ before -ing)

2) When adding a suffix to a root word

ending ..........

keep them together, always!

- cy

- vy

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ADDING SUFFIX ‘ly’ makes an adverb

Just add ‘ly’

extreme + ly

final + ly

Root word ending -‘Cy’;

change the ‘y’ to ‘i’ and add ‘ly’

easy + ly = easily

Root word ending -‘le’;

drop the ‘e’ and add ‘y’

probable + ly = probably

Root word ending -‘ic’;

just add ‘ally’

automatic + ally

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PREFIXES AND THEIR MEANINGS

A word can be divided into morphemes which are units of meaning. These are not always the same as syllables.

Some common prefixes:

pre- before

post- after

com- with, together

sub- below, under, lesser

per- completely, through

mis- wrong

ob- against, in the way

ex- out of, from

auto- self

suffix

prefix

root word (base word)

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Link to Learn Phonics 3i

PREFIXES AND THEIR MEANINGS (…continued)

de- away from, down

anti- against, opposite

ad- to, toward

pro- for (-ward), on the side of

trans- across, through

inter- between

uni- one

bi- two, both

tele- at a distance

your words

dis

un

re

cover

suffixroot wordprefix

ed er ing s y

dis- not, opposite of

un- not, opposite of

re- again, back

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Link to Learn Phonics 3j

DOUBLE CONSONANTS

Reasons for double consonants: 1) Doubling rule (page 3c) 1 syllable root word + vowel suffix. 2) Doubling rule for root with two syllables (page 3d) 2 syllable root word + vowel suffix. Double the final consonant when: a o

) the ro t word ends -‘vl’.

b) the 2nd syllable of the root is stressed. 3) Adding suffix -‘ly’ (page 3f) When the root word ends ‘l’, and when two suffixes come together: ‘ful’ + ‘ly’. 4) Prefix + root word The end consonant of the prefix and first letter of the root word often form a double consonant.

Many prefixes are modified to match the root word for easier pronunciation:

ad- sub- com- in- ob- ex- dis- en- a- suc- co- il- oc- e- di- em- ac- suf- col- im- of- ef- dif- af- sug- con- ir- op- ag- sum- cor- al- sup- an- sur- ap- sus- ar- as- at-

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page

record of learning

4a

the six types of syllables 1 open 2 closed 3 silent e

4b

1 CV 2 CVC 3 VCe 4 Vr 5 VV 6 -Cle

4c

syllable 4: ar or -ore er ir ur ear /er/

4d

syllable 4: or au aw war air are ear /ear/

4e

syllable 5: ai ea ee ie igh oa oo

4f syllable 5: ay ea ee y /ē/ y /ī/ ow ew

4g syllable 5: ei ou ue ue oi oy ou ow

4h

syllable 5: ea /ē/ & /ĕ/ ow /ō/ & /ow/ oo long & short ou /ow/, /ŭ/ & /oo/ syllable 6: -Cle

4i

1 VC/CV panda 2 i) V/CV tiger 2 ii) V/CV dragon 3 V/V lion

4 Syllable types and vowel sounds,

syllable division

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THE SIX SYLLABLE TYPES AND THEIR VOWEL SOUNDS

The six types of syllables (C = Consonant V = Vowel) 1 CV: Open syllable (below) 2 CVC: Closed syllable (below) 3 VCe: Silent ‘e’ syllable (below & next page) 4 Vr: Vowel-r syllable (pages 4c and 4d) 5 VV: Double vowel syllable (pages 4e - 4h) (exceptions ‘aw’, ‘ew’, ‘ow’, ‘igh’ and ‘y’) 6 -Cle: End syllable; no vowel sound (page 4h) Bum / ble bees like fly / ing o / ver but / ter / cups CVC / Cle VV VCe CV / CVC CV / Vr CVC / Vr / CVC

1 Open syllable 2 Closed syllable 3 Silent ‘e’ syllable

not

no (except: do, to)

note

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PRACTICE FOR SILENT ‘e’ SYLLABLE ... (4a continued)

3 Silent ‘e’ makes the vowel say its name when one consonant stands between:

VCe

(can sound /yoo/ or /oo/)

e - e

these

theme scene Only these one syllable words

u - e

o - e

i - e

a - e

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SUMMARY OF SYLLABLES

The six syllables

Add the vowel / consonant pattern: (pages 4a - 4h)

2 1 3

6 4

5

The one syllable with a short vowel sound: ............. The three syllables with long vowel sounds: ................................................ The syllable with a vowel sound that is not long or short: ................ The two syllables with silent ‘e’: .................................. The only syllable with no vowel sound: .............

torch

gōat

nōte

ap/ple

nō

nŏt

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THE SIX SYLLABLE TYPES AND THEIR VOWEL SOUNDS …(continued)

4 Vr: Vowel-r syllable When a vowel is followed by an ‘r’ both letters make one vowel sound. The vowel will be short before two ‘r’s, eg car changes to cǎrry (doubling rule, page 3c) /ar/ ‘......’ -‘ore’ at the end (except: for) /or/ ‘......’ (page 4d for ‘au’ and ‘aw’)

/er/ 1 ‘......’

2 ‘......’

3 ‘......’

(‘ur’ is more common than ‘ir’) also ‘ear’ (heard, earth, learn)

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4 Vr: Vowel-r syllable ... continued. /or/ 1 Vr syllable: …… (page 4c) 2 Also VV syllable: …… mostly mid-word, never at the end 3 Also VV syllable: …… at the end and before ‘n’, ‘l’, ‘er’ (lawn, crawl, drawer; except: awful, awkward) /air/

1 ‘……..’ 2 ‘……..’

also ‘ear’ (‘wear & tear’, bear, pear) /ear/ ‘……..’

also ‘eer’ (beer, deer, steer)

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5 VV: Double vowel syllable Long vowels mid-word: /ā/ ......

/ē/ ...... ......

......

ffff ‘i’ before ‘e’ except after ‘c’ (receive, ceiling)

/ī/ ........

C

/ō/ ......

11

/oo/ ......

“When two vowels go out walking,

the first one does the talking (and says its name)”

(mid-word exceptions: ‘ie’, ‘igh’ and ‘oo’)

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5 VV: Double vowel syllable ... continued Long vowels at the end of words:

/ā/ ......

/ē/ ...... ......

“When two vowels go out walking,

the first one does the talking (and says its name.)”

(end of word exceptions: ‘ow’, ‘ew’ and ‘y’)

(end of two syllable words) /ī/ …

(except: high, sigh, die, lie, pie, tie)

/ō/ ...... (except: hoe, toe) and before ‘n’ (grown)

/ū/ or /oo/ ......

(except: one syllable words blue, clue, due, glue, true)

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5 VV: Double vowel syllable ... continued.

Less common letter patterns for long vowels:

/ā/ ......

mid-word (neighbour, reign, vein, weight)

(except eight)

/oo/ ...... (route, soup, through, youth) mid-word

h

/oo/ ...... only these one syllable words: blue, clue, due, true, at the end

/ū/ or /oo/ ...... end of multi- syllable words (argue, avenue, continue, rescue)

8

val

5 VV: Double vowel syllable The vowel sound is made of two tones which slide together; it is not a long vowel.

/oy/ …… mid-word

…... at the end

/ow/ …... mid-word

…... at the end and before ‘n’, ‘l’, ‘er’ (clown, owl, flower)

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5 VV: Double vowel syllable (continued) 1 letter pattern with 2 (or 3) sounds. ‘ea’ says /.... / and /... / ‘ow’ says /.... / and /…... /

‘oo’ says /…... / and /…... / ‘ou’ says /…... / and /... /

also /...... /

d

6 -Cle: The end syllable with no vowel sound The ‘e’ is silent.

Long ago -‘le’ was spelt -‘el’. Two consonants are still used after a short vowel.

VCCle VCle

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Link to Learn Phonics 4i

TYPES OF SYLLABLE DIVISION

MOST WORDS:

1 VC / CV

Put a dot under each vowel… …if there are two consonants, divide between them:

C V C / C V

The first syllable is a ................. syllable, so the vowel is long / short. Double consonants may count as one letter if preferred: C V C C / V C (rabb/it) except when hard and soft ‘c’ are together (ac/cident)

2 i) V / CV …if there is one consonant between the vowels, divide before it:

C V / C V r g g

The first syllable is an ............ syllable, so the vowel is long / short. Common exceptions: -i/tion, -i/cian, -i/cial, -i/cious, -i/ous

LESS COMMON: 2 ii) V / CV

/

/

Divide as for 2 i) but say the first vowel as a short vowel if the long one sounds wrong:

C C V / C V C

3 V / V Two vowels are sometimes split and make two syllables: C V / V C The first syllable is an ............ syllable, so the vowel is long / short.

/

/

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page

record of learning

5a

-ies -ves -oes -er -or -ar -our -sure -ture

5b

-tion after long V, consonant, short ĭ (exceptions with -sion) -ssion after short vowels: ă ĕ ŭ -cian -tial -cious -cient -sion for voiced /zhun/

5c

-le -el -al -able -ible

5d

-ice -ine -ite -ive -ate

5e

-ary -ory -ery -ous -ious

5 More endings

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MORE ENDINGS

Plurals … add ‘es’ instead of ‘s’: 1 after changing ‘y’ to ‘i’ (page 3d) (armies, copies, supplies)

2 after changing ‘f’ or ‘fe’ to ‘v’ (except roofs, chiefs) (leaves, loaves, shelves)

3 often to words ending ‘o’ (except photos) (heroes, potatoes, volcanoes)

/er/ endings 1 ‘……’ most common (except centre, acre, metre, litre) (boxer, butter, monster) 2 -‘t……’ (actor, editor, visitor) 3 -‘l……’ (collar, regular. similar)

4 ‘……...’ (flavour, rumour, humour)

burg

(-‘or’ in America) 5 -‘s………’

col

(leisure, measure, pressure)

6 -‘t………’

(adventure, culture, fixture)

pic

trea

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END SYLLABLES WITH /sh/

/sh’n/ is spelt ‘tion’, ‘ssion’ and ‘cian’ 1 -/sh’n/ -‘tion’ follows: i) a ……… vowel ii) usually a c……………… iii) short vowel ‘…’ (except: -mĭssion)

2 -/sh’n/ -‘ssion’ always follows these three short vowels: /ă/ /ĕ/ /ŭ/ 3 -/sh’n/ -‘cian’ (a person’s job)

‘ti’ and ‘ci’ also say /sh/ in these end syllables: -/sh’l/ -/sh’s/ -/sh’nt/

(-‘ci’ is more common) (-‘ci’ is more common)

/sh/ in /sh’n/ is unvoiced but /zh’n/ is voiced and is always spelt ‘sion’.

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MULTI-SYLLABLE WORDS WITH /l/ ENDINGS

-el /l/ If the previous letter has no stick or tail

kennel cancel

keeps ‘c’ & ‘g’ soft

-le /l/ If the previous letter has

a stick or tail

skittle

most common & usually a noun

-al /l/ After ‘ic’ and ‘u’

electrical gradual

adjectives

-able /ă bl/ After a whole word

readable

adjectives

-ible /ĭ bl/ M

akes a word

possible

adjectives

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MULTI-SYLLABLE WORDS WITH SILENT ‘e’

-ice /ĭs/

justice

-ine /ĭn/

engine

-ite /ĭt/

opposite

-ive /ĭv/

active

-ate /ĭt/

climate

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MORE MULTI-SYLLABLE WORD ENDINGS

-ious /ĭ ŭs/

various

adjectives

-ous /ŭs/

famous

adjectives

-ary /er ĭ/ M

akes a word

library

most common

-ory /er ĭ/ Makes a word

memory

follows s, t, m

-ery /er ĭ/ Usually a suffix

bakery

often work places

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page

record of learning

6a

kn- -igh -st- -mb wr- wh- -mn gn-

6b

Greek: ch ph ps French: ch -re -que

6 Silent letters,

Greek and French letter patterns

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SILENT LETTERS

kn- -igh knee, knew, knife, knit /ort/ bought, fought, thought; knock, knot, know, knowledge caught, naughty, daughter, taught

-st- -ft- -mb

castle, whistle, wrestle bomb, climb, lamb, fasten, listen crumb, dumb, numb, thumb often, soften wr- wh-

wrap, wreck, wrestle /wh/ what, when, where, which wrinkle, write, wrote, wrong why, while, white also answer also /h/ who, whole Also ‘-mn’ autumn, column, condemn, hymn, solemn ‘gn‘ sign, design, reign, foreign, gnome

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GREEK AND FRENCH LETTER PATTERNS

Greek ‘ch’ says /k/ ‘ph’ says /f/ ‘ps’ says /sī/ French -‘que’ says /k/ -‘re’ says /er/

‘ch’ says /sh/

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CLUE WORDS 1c cr, fl, sp -st, -lk, -nk ch, th, sh -ch, -th, -sh 1d phonemes: 4, 3, 3, 4; 4, 4, 3, 3 4, 3, 5 ,4; 5, 5 ,4, 4 5, 4, 4, 5; 5, 5, 5, 5 dig/pig 1e yoyo jelly, yellow, cry 1f ce, ci, cy bike, kite, sky success 1g ge, gi, gy guess, guide, guy magic 1h wash, worm, ward money, glove blind, gold, post 2a kicked, dived, skated witches, brushes, glasses, boxes 2b ball, talk, salt grass, mast, mask. bath 2c sniff, drill, chess, duck 2d sniff, leaf, drill, tail 2e book, trunk, truck, bike, traffic 2f fridge, switch 2h bike, fridge, face, goose, glove, core 2i graceful fridge, sausage brick, traffic stable 3c juggle 3j 1) hopping 2) traveller, beginning 3) carefully 4) afford, suggest, collect, opposite

kk

4b 1 CV, 2 CVC, 3 VCe, 4 Vr, 5 VV, 6 -Cle 4c car, torch, core runner, girl, nurse 4d torch, saucepan, saw chair, square spear 4e paint seal, sheep, field light goat boot 4f spray sea, tree, lolly spy snow screw 4g eight, group, glue, value coin, boy house, cow

4h sēal, brĕad; snōw, cow /ow/; book boot; house /ow/, double /ŭ/, group /oo/ apple stable

4i 1 păn/da, răbb/it (closed first syllables) 2i) tī/ger (open first syllable) 2ii) dră/gon (open first syllable with short V) 3 lī/on (open first syllable) 5a flies, knives, tomatoes baker doctor burglar colours treasure picture 5b 1 ‘long’; stātion, ‘consonant’; direction, ‘ῐ’; addition 2 compassion, confession, percussion 3 musician /sh’l/ special, /sh’s/ spacious, /sh’nt/ patient division 6a knight, light, thistle, comb, wrist, wheel 6b anchor, photo, chef

Flash cards: long/short vowels: ācorn/ăpple, ēquals/ĕlephant, īvy/ĭnk, ōk/ŏrange, ūnicorn/ŭmbrella

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Appendix

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Link to Learn Phonics A1

PRACTICE READING SHORT AND LONG VOWELS BY SWITCHING BETWEEN THEM

u a

e i o

o

i

u a e

long vowel (its name)

short vowel

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Decide to change ‘y’ to ‘i’ before adding a suffix (page 3e)

Root word ends Cy

Root word ends Vy

Root word ends Cy

Root word ends Vy

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PHONOLOGICAL AWARENESS TRAINING


Add an ‘onset’ to make a few words with the same ‘rime’ sound (page 1d)

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XMind software

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USING STRATEGIES FOR TRICKY WORDS

Copy

Write in cursive script

The strategy chosen for your

multisensory learning

Fold along the white lines

1st review

(after about 10 mins)

Stop; remember your strategy before writing

2nd review

(next day if possible)

Can you write the word with your eyes shut?

3rd review

(after about 7 days)

3 reviews will make your memory stronger

1

1

1

1

2

2

2

2

3

3

3

3

4

4

4

4

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Tricky words now learnt

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Link to Learn Phonics B1

Short vowel sounds

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Long and short vowel sounds

=

“OK”

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soft ‘c’ and ‘g’, ‘y’, ‘w’ rules, short vowel endings (pages 1f, 1g, 1h, 1i, 2c, 2f)

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VV syllable Long vowel choices mid and end (pages 4d, 4e)

(end syllable)

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VV and Vr syllables More vowel choices mid and end (pages 4b, 4c, 4f) /oy/, /ow/, /ar/, /er/, /or/, /air/

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For flash cards B6

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Link to Learn Phonics C1

ALL ‘VV’ SYLLABLE VOWEL SOUNDS

Overview for teachers

Inspiration software

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Summary of long vowel choices

MID-WORD (the vowel says its name followed by a consonant sound/s)

VV syllable

Clue word or just letter pattern

VCe syllable

Your word

/ā/

a - e

/ē/

A few one syllable e-e words: these, theme, scene.

/ī/

i - e

/ō/

o - e

/ū/

u - e

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Summary of long vowel choices

AT THE END (the vowel says its name at the end of a word or syllable)

VV syllable

Clue word or just letter pattern

CV syllable

1 syllable 2 or more words syllable words

/ā/

(no word) ... / corn

/ē/

= he ... / quals

/ī/

I ... / vy

/ō/

‘OK’

no ... / k

/ū/

(no word) ... / nicor n

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Link to Learn Phonics D1

VV syllable Long vowel choices: mid and end of word

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VV syllable Long vowel choices: mid and end of word

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VV syllable /oy/ and /ow/ choices: mid and end of word

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VV and Vr syllables /or/ and /er/ choices

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Link to Learn Phonics E1 (pages 1a, 4e and 4h)

/ĕ/

/ē/

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Link to Learn Phonics E2 (pages 1a, 4e, 4g and 4h)

/ŭ/

/oo/

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Link to Learn Phonics E3 (pages 1a and 1h)

/ŭ/ next to m, n & v

/ŭ/

/ŏ/

/wŏ/

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Link to Learn Phonics E4 (pages 1h and 4c)

/wer/

/er/

/wor/

/or/

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Link to Learn Phonics E5 (page 4h)

Less common letter patterns for two short vowels

VV syllable (not CVC)

/ŭ/

/ĕ/

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Link to Learn Phonics E6 (pages 4e and 4g)

Less common letter patterns for two long vowels

VV syllable

/ē/

/oo/

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Link to Learn Phonics F1

Endings for one syllable words (page 2g)

Inspiration software

d V

any other vowel sound

(and short vowel + n)

Repeat the word and listen to your voice; say the vowel sound

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-/k/ endings for one syllable words (pages 2c and 2d)

-/vk/

‘k’ is always number 3; start from the vowel (or if two vowels, from the first)

-/k/ following any

other vowel sound and ‘vn’

Repeat the word and listen to your voice; say the vowel sound

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Link to Learn Phonics F3 ‘floss’ endings for one syllable words (pages 2c and 2d)

-/f/ following any

other vowel sound

- /vf/

-/l/ following any

other vowel sound

- /vl/

-/s/ following any

-‘ce’ other vowel sound -‘se’

-/vs/

-/s/ at the end when making a word (not a plural)

‘ce’ is more common than ‘se’ and follows a long vowel: (except: base, case, chase, dose, goose, geese, grease, loose, wise, use)

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-/j/ and -/ch/ endings for one syllable words (page 2f)

-/j/ following any

other vowel sound and ‘vn’

- /vj/

-/ch/ following any other vowel sound

and ‘vn’

-/vch/

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/ĭj/ and /ĭk/ endings (page 2i)

2 syllables

1 syllable

2 syllables

1 syllable

Repeat the word; tap the number of syllables

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End syllable /sh’n/ (page 5b)

Repeat the word and listen to your voice; say the sound before /sh’n/

-ssion

-tion

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Link to Learn Phonics G1

RECOGNITION OF A LONG OR SHORT VOWEL SOUND IN CV, CVC AND VCe SYLLABLES (page 4a)

Make the words ‘no’, ‘not’ or ‘note’ by moving the appropriate flaps

and hear the vowel sound change according to the syllable type.

1. Paste onto thin card and cut out. 2. Fold along the lines as shown.

3. Stick the backs of the ‘t’ and second ‘o’ together.

valley mountain valley mountain

fold fold fold fold

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Practice for vowel recognition Listen to a word; say the vowel sound, write the word

V Ce

long vowel

CVC

short vowel

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Practice for vowel recognition

Listen to a word; say the vowel sound, write the word

mid word

V V

long vowel

end of word

CVC

short vowel

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Adding vowel suffixes (pages 3b and 3c)

Listen to a word; say the first vowel sound, write the word

V

1st vowel is long

VC / CV

V / CV

V

1st vowel is short

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Adding suffix ‘le’ (-Cle syllable, page 4g)

Listen to a word; say the first vowel sound, write the word

V

1st vowel is long

V

1st vowel is short

V / Cle

VC / Cle

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WORD FAMILIES for vowel sounds

/ā/ /ē/ /ī/ /ō/ /ū/ and both /oo/s

/ar/ /air/ /er/ and /or/

/ow/ /oy/ /ŭ/ and /ĕ/

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Link to Learn Phonics H1

sounds of ‘y’

y-

-y

1 syllable words: “If at the end you hear

an /ī/, you’ll need to write it with a ‘y’.”

-y

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long /ā/ sound

‘pale face’

‘paint spray’

a-e

-ai-

also -ei-

-ay

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long /ē/ sound

‘free feast’

‘chief thief’

mid end -ee- -ee

mid end -ea- -ea

-ie-

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long /ī/ sound

‘wide smile’

‘bright sky’

i-e

-igh-

-y

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long /ō/ sound

‘mole in a hole’

‘goat in the snow’

o-e

-oa-

-ow

(at the end & before n)

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long /ū/ and long /oo/ sounds

‘huge tube’

‘loose screw’

u-e

-oo-

-ew

also -ue

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‘oo’ has two sounds

‘good food’

short /oo/

long /oo/

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/ar/ and /air/ sounds

‘far star’

‘square chair’

ar

-are

-air

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/er/ sound

‘clever spider’

‘dirty shirt’

‘surprise burger’

-er-

-ir-

-ur-

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/or/ sound

‘short horse’

‘faulty saucepan’

‘sore paw’

-or-

-au-

-aw

(at end & before n, l, er)

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/ow/ sound

‘loud cow’

-ou-

-ow

(at end and before n, l, er)

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/oy/ sound

‘noisy boy’

-oi-

-oy

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short /ŭ/ and /ĕ/ sounds

‘a couple of feathers’

-ou-

-ea-

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Documents

Link to Learn Phonics...LINK TO LEARN PHONICS Teachers’ Notes A resource for trained SpLD teachers to use with their students (7+ yrs). Used in a selective and flexible way Link