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21/11/2012
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Phonics -‐ knowledge and skills
skills of segmen3ng and
blending
knowledge of the
alphabe3c code
+
Phonics skills and alphabe3c knowledge for reading
KNOWLEDGE -‐ Recognise the grapheme and know the phoneme it represents
+ SKILL -‐ Blend the phonemes into a word
See
hat
Know these phonemes
h a t
Understand
Blend to read
hat
Phonics skills and alphabe3c knowledge for spelling
SKILL -‐ Segment the word into phonemes
+ KNOWLEDGE -‐ Know and be able to write
the phoneme/grapheme correspondences (PGC)
Think
Hear and segment the phonemes
f o x
Know and be able to write the graphemes to represent the phonemes
fox
Group task: select an object from the tray name it
use your phoneme fingers to count the phonemes write the graphemes onto your whiteboard put the sound bu;ons under each grapheme.
Sound buJons
f i sh
. . . wh ee l . . .
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Alphabe>c knowledge 1. A phoneme is the smallest unit of sound in speech.
2. Phonemes are wriJen down as graphemes.
3. Phonemes can be represented by one or more than one leJer – digraph, trigraph.
4. Some phonemes can be wriJen in more than one way.
5. The same leJers/graphemes can represent more than one phoneme.
1. A phoneme is the smallest unit of sound in speech.
2/3 Phonemes are wri<en down as graphemes which may be one or more than one le<er
On your whiteboards record the grapheme at the beginning of these objects? 1. sh 2. dge 3. dr 4. th 5. nk 6. tch 7. ng 8. st 9. nt 10. ck
1. digraph 2. trigraph 3. adjacent consonants 4. digraph 5. adjacent consonants 6. trigraph 7. digraph 8. adjacent consonants 9. adjacent consonants 10. digraph
Phonemes can be represented by one or more than one le2er – digraph, trigraph
Test Yourself is it a digraph, trigraph or adjacent consonants?
Teaching phoneme grapheme correspondences segmen>ng to spell using a phoneme frame
s t i ck
4. Some phonemes can be wri<en in more than one way
consonants vowels
church match
cake sock
phone fish
burn
first
term
heard
work
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4. Some phonemes can be wri2en in more than one way Many of the vowel phonemes can be represented
by more than one grapheme
first burn term
meet sweet field key
light try
mine by
due cute grew food
spoil boy
shout down round
fair bear bare
paw for haul
toe road vote
train lay late great
5. The same grapheme can represent more than one phoneme
ow as in snow ow as in cow
CVC words or not?
eye no
Consonant phoneme
Vowel phoneme
Consonant phoneme
p-i-g yes
c h-i-c k yes
c-ar no
c-ow no
b-oy no
Alphabe>c Knowledge recap… Take it in turns to count the phonemes in the
name of the objects in your bag. In your bag, you will find:
� An object that has the same number of letters as phonemes. � An object that includes a consonant digraph � An object that includes a vowel digraph � An object that includes a trigraph � An object that includes both consonant digraph and a
vowel digraph � The object with the most phonemes in its name � The object with the fewest phonemes in its name?
Enuncia3on � Teaching phonics requires a technical skill in enuncia3on
� Phonemes should be ar3culated clearly and precisely
1. f l m n r s sh v th z: pronounce by con>nuing
2. c p t ch h: pronounce without voice
3. b d g w y: pronounce as cleanly as possible
Phase 1 – Nursery 1. General sound discrimina3on – environmental
sounds 2. General sound discrimina3on – instrumental
sounds 3. General sound discrimina3on – body percussion 4. Rhythm and rhyme 5. Allitera3on 6. Voice Sounds 7. Oral blending and segmen3ng
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Phase 2 -‐ Recep3on 1. Learning 19 leJers of the alphabet and the sound
for each (s, a, t, p, i, n, m, d, g, o , c, k, ck, e, u, r, h, b, f/ff, l/ll, ss)
2. Blending sounds together to make words.
3. Segmen3ng words into their separate sounds.
4. Beginning to read simple cap3ons.
Phase 3 -‐ Recep3on 1. Learning the remaining 7 leJers of the alphabet,
one sound for each (j, v, w, x, y, z/zz, qu) 2. Graphemes such as ch, oo, th, igh etc. represen3ng
the remaining phonemes not covered by single leJers.
3. Reading cap3ons, sentences and ques3ons. On comple3on of this phase, children will have learnt the "simple code", i.e. one grapheme for each phoneme in the English language.
Phase 4 – Recep3on/Year 1 No new grapheme-‐phoneme correspondences are taught in this phase. Children learn to blend and segment longer words with adjacent consonants, e.g. swim, clap, jump. Play lots of games to reinforce the GPC
Phase 5 – Year 1 Now we move on to the “complex code”. Children learn more graphemes for the phonemes which they already know, plus different ways of pronouncing the graphemes they already know. They learn to read (and spell in context) the 100 high frequency words.
Phase 6 – Year 2 In Phase 6, children should be able to read hundreds of words, doing this in three ways:
� reading the words automa3cally if they are very familiar;
� decoding them quickly and silently because their sounding and blending rou3ne is now well established;
� decoding them aloud. During this phase, children become fluent readers and increasingly accurate spellers although spelling usually lags behind reading, as it is harder.
Most children in Y1 should: • give the sound when shown all or most Phase Two and Phase Three graphemes; • find all or most Phase 2 and Phase 3 graphemes, from a display, when given the sound; • be able to blend and read CVC words (i.e. single-‐syllable words consis3ng of Phases 2 and 3 phonemes) • be able to segment and make a phonemically plausible aJempt at spelling CVC words • be able to read the tricky words he, she, we, me, be, was, my, you, her, they, all, are; • be able to spell the tricky words the, to, I, no, go; • write each leJer correctly when following a model.
Most children in Y2 should: • give the sound when shown any
grapheme that has been taught; } for any given sound, write the common
graphemes; } apply phonic knowledge and skill as the
prime approach to reading and spelling unfamiliar words that are not completely decodable;
} read and spell phonically decodable two-‐syllable and three-‐syllable words;
} read automa3cally all the words in the list of 100 high-‐frequency words;
} accurately spell most of the words in the list of 100 high-‐frequency words;
} form each leJer correctly.
LeJers and sounds Y1/Y2
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Children need prac3ce at reading and recognising real/nonsense words.
hJp://www.phonicsplay.co.uk/BuriedTreasure2.html
How to help at each stage
Phase 1/2 – Loads of oral blending and segmen3ng games. Phase 3 – Read with your child and point out individual leJers/sounds. Encourage them to begin to blend for reading and segment for wri3ng.
Phase 4 – Prac3se, prac3se, prac3se! Read lots of books and no3ce how words are wriJen.
Phase 5 – Play games/look in books, on signs etc to find different ways to write the same phoneme. Look at the 100 high frequency words and try to no3ce them in books.
Phase 6 – Keep reading with and to your child! Remind that whole words are rarely tricky, they just have ‘tricky bits’. In reading, hunt for digraphs/trigraphs instead of reading individual leJers. Look at next 200 high frequency words.
In addi3on to suppor3ng your child with reading and spelling words, also reinforce correct leJer forma3on.
Children at this age will begin to join leJers.
A comfortable pencil grip is essen3al for good handwri3ng.
“Every hour spent reading is an hour spent learning to write” – Robert Macfarlane
} If you are not already a member of Lewisham Libraries, pick up an applica>on form and map.
