Systematic Phonics Booklet (1).pdf

8/14/2019 Systematic Phonics Booklet (1).pdf

1/38

6

EXPECT TO ACHIEVENewman University

Systematic Synthetic Phonics

A University, School!ase" Trainin# an"In"e$en"ent St%"y &oc%ment


2/38'

Newman University

Systematic Synthetic Phonics

A University, School-Based Training and Independent Study Document

The recent O(STE& "oc%ment )emovin# *arriers to literacy+'--. hi#hli#hte" the im$ortance o/$honic s0ills /or rea"in#, writin# an" s$ellin#1 There/ore $ractitioners nee" the relevant s%*2ect0nowle"#e an" $e"a#o#ical s0ills to teach $honic s0ills e//ectively1

This *oo0let has *een "esi#ne" as a wor0in# "oc%ment to *e com$lete" thro%#ho%t yo%r co%rse an"to s%$$ort yo% with the teachin# o/ systematic synthetic $honics +SSP.1 At $oints in"icate" *y yo%rt%tor, yo% will *e e3$ecte" to set yo%rsel/ tar#ets /or yo%r own $ro/essional "evelo$ment as a teachero/ SSP an" there are a n%m*er o/ o$$ort%nities /or yo% to recor" yo%r learnin# an" re/lect on whatyo% still nee" to 0now1 It is im$ortant that these re/lections an" tar#ets are 0e$t %$ to "ate an"

com$lete" with "%e consi"eration, as they will $rovi"e $art o/ the evi"ence re4%ire" /or yo% to *eawar"e" 4%ali/ie" teacher stat%s +5TS. at the en" o/ yo%r co%rse1 em*ers o/ the NewmanUniversity Partnershi$ incl%"in#, yo%r APT, School !ase" T%tor, Class Teacher, Partnershi$ T%tor, thePro#ramme 7ea"er an" O(STE& may as0 to see yo%r re/lections an" comments at any timethro%#ho%t yo%r trainin#1

The "oc%ments in this *oo0let are /rom a ran#e o/ so%rces an" %se the $hases o/ learnin# /rom7etters an" So%n"s, which is c%rrently in %se in many schools, as a /ramewor0 /or teachin#1 However,yo%r "evelo$ment as a teacher o/ SSP is "e$en"ent on atten"ance at lect%res, e//ective o*servationan" re/lection on lessons, yo%r own in"e$en"ent st%"y an" investi#ation o/ other /ramewor0s /orteachin# SSP whilst yo% are en#a#e" in school *ase" trainin#1 This com*ination o/ learnin# metho"sis essential to ens%re that yo% are con/i"ent to teach $honics when yo% enter yo%r N5T year an" that

yo% meet one o/ the criteria /or8Teachers9 Stan"ar"s +'--. :8

&emonstrate #oo" s%*2ect an" c%rric%l%m 0nowle"#e I/ teachin# early rea"in#, "emonstrate a clear %n"erstan"in# o/ systematic synthetic $honics1

;e wo%l" li0e to wish yo% every s%ccess in this element o/ yo%r trainin# an" i/ yo% have any4%estions $lease /eel /ree to as0 Pro#ramme 7ea"ers or any mem*er o/ the En#lish core team whowill *e only too $lease" to s%$$ort yo%1

&e*orah !oe0estein


3/38:

Contents

Section 1 >

)ea"in# e3$ectations ? )e/lection an" evi"ence sheets 6

Section 2 Guidance -'

Prom$ts /or o*servin# a $honics session -: Criteria /or Ass%rin# hi#h 4%ality $honic wor0 -? Pron%nciation #%i"e -@ Phonics r%les an" $atterns - Phonemes list '

Section 3 Planning and Assessment '-

Overview o/ $honics 0nowle"#e to *e covere" in Bey sta#e - Plannin# e3em$li/ication

7etters an" So%n"s $lannin# /or Phase : '' A wee09s "iscrete $honics teachin# $hase ? ': &aily "irect teachin# o/ $honics '6

!lan0 Plannin# "oc%ments 7etters an" So%n"s $lannin# ' A wee09s "iscrete $honics teachin# 'D &aily "irect teachin# o/ $honics :-

a0in# sec%re assessments :>Glossary of Terms :@

=lossary :


4/38>

Section 1

)ea"in# e3$ectations )e/lection an" evi"ence sheets


5/38?

Reading expectations

The En#lish mo"%le covers many o/ the *asic conce$ts an" s0ills re4%ire" to teach Primary En#lish1There is c%rrently a stron# $olicy /oc%s on the teachin# o/ systematic synthetic $honics as a 0ey

strate#y in the teachin# o/ early rea"in#1 Ens%rin# yo% are well$re$are" to teach systematicsynthetic $honics an" early rea"in# is an im$ortant as$ect o/ achievin# 5%ali/ie" Teacher Stat%s1 The/ollowin# materials will s%$$ort the "evelo$ment o/ yo%r $honics s%*2ect 0nowle"#e an" $e"a#o#y in$re$aration /or School E3$erience1

Required reading

&e$artment /or E"%cation an" S0ills +&/ES. +'@. 7etters an" so%n"s1 Norwich8 &e$artment /orE"%cation an" S0ills1


6/38

Reflection and !"idence Seets

#ntroduction to Systematic Syntetic ponics su$%ect &no'ledge and practice(Please re/lect on the $ro#ress yo% have ma"e at %niversity, "%rin# school *ase" trainin# an" in"e$en"ent learnin#

PART 1

;hat have yo% learnt a*o%t $honics /rom yo%r t%torial, yo%r rea"in# an" any $revio%s e3$erience

;hat "o yo% nee" to 0now a*o%t $honics

Set yo%rsel/ a tar#et *ase" on a re/lection o/ yo%r nee"s an" how yo% are #oin# to achieve this1

&ate set8 FFFFFFFFFFF1 &ate /or )eview8 FFFFFFFFF )eviewe" FFFFFFFFF


7/38

PART 2

Havin# watche" a systematic, synthetic $honics session8 ;hat /%rther s%*2ect 0nowle"#e "o yo% nee" in or"er to teach a

Havin# *een o*serve" teachin# a systematic synthetic $honics session, what are the 0ey $oints /rom /ee"*ac0 /or yo% to %se" which wor0e" well an" "escri*e why1

How "oes $honics lin0 to the e//ective teachin# o/ rea"in#


8/38

)in&ing Teory to Practice(Please re/lect on the $ro#ress yo% have ma"e at %niversity, "%rin# school *ase" trainin# an" in"e$en"ent learnin#

PART 1

)e/lect on what yo% have learnt a*o%t $honics /rom *oth %niversity an" school *ase" trainin#1

Thin0 o/ two 4%estions which this re/lection has raise"8

Set yo%rsel/ a tar#et *ase" on a re/lection o/ yo%r nee"s an" the res%lts o/ yo%r a%"it1

&ate set8 FFFFFFFFFFF1 &ate /or )eview8 FFFFFFFFF )eviewe" FFFFFFFFF


9/38

)in&ing Teory to Practice($lease re/lect on the $ro#ress yo% have ma"e at %niversity, "%rin# school *ase" trainin

PART 2

&isc%ss the ' 4%estions yo% have as0e" with school *ase" collea#%es1 Note *elow what yo% have learne" /rom this "

Havin# o*serve" a $honics session, %sin# the criteria in the #%i"ance section o/ this *oo0let, what are the im$lication*elow1 Please attach o*servation sheet1

S%mmarise the /ee"*ac0 /rom the o*servation o/*+, teachin# a systematic synthetic $honics session1 ;hat s$eci/ic"evelo$


10/38

Consolidating in Practice(Please re/lect on the $ro#ress yo% have ma"e at %niversity, "%rin# school *ase" trainin# an" in"e$en"ent learnin#

PART 1

;hat have yo% learnt a*o%t $honics "%rin# yo%r time at %niversity

;hat has yo%r e3$erience o/ o*servin# $honics teachin# in school ta%#ht yo%

How have these two elements com*ine" to ens%re that yo% are con/i"ent to teach SSP


11/38

PART 2

)e/lect on where yo% saw $honics *ein# a$$lie" in lessons other than 7iteracy1 ;hat im$lications "oes this have /or yo%r

;hat 4%estions has this raise" /or yo% a*o%t the teachin#Glearnin# o/ $honics

Set yo%rsel/ a tar#et *ase" on a re/lection o/ yo%r nee"s1 &isc%ss this tar#et with yo%r APT1

&ate set8 FFFFFFFFFFFF )eviewe" FFF


12/38

-'

Section 2 Guidance

Prom$ts /or o*servin# a $honics session Criteria /or ass%rin# hi#h 4%ality $honic wor0 Pron%nciation #%i"e Phonics r%les an" $atterns Phonemes list


13/38

-:

Prompts for +$ser"ing a -iscrete Ponics Session -AT!(.../ C)ASS.......

Teacing sequence(

Re"isit0Re"ie'

Are chil"ren $ractisin# $honemesG#ra$hemesthey alrea"y 0now

Is this $art o/ the se4%ence lively an" well$ace"

Are all chil"ren en#a#e"

Teac

Are $honemes artic%late" correctly *y thest%"ent

Are chil"ren #iven the o$$ort%nity to artic%latethe $honemes

Is st%"ent ens%rin# the chil"ren artic%late the$honemes correctly

Is there evi"ence o/ new learnin# not 2%stconsoli"ation

Are the chil"ren *ein# ta%#ht to *len" an"

se#ment This may incl%"e oral *len"in# an"se#mentin#1

Planning and discussion

;hat $hase o/ the $honic $ro#ramme is the

teachin# $itche" atIs this a$$ro$riate to the $%$ils9 a#e an" level o/attainment

Is there a ti#htly /oc%se" learnin# o*2ective

Can all $%$ils see Ghear the teachin#in$%tGo*2ects %se"

Is the session well $ace"

Is assessment /or learnin# *%ilt into the $lannin#


14/38

->

Practice

&o the activities in this section #ive the chil"ren the o$$ort%nity to $ractise the $honemes an"#ra$hemes they have 2%st learnt

!len" $honemes /or rea"in#

Se#ment $honemes /or s$ellin#

APP)*

Are chil"ren #iven the o$$ort%nity to a$$ly their $honics s0ills in an" activities

)ea"in# activities

;ritin# activities

Trougout te Session

Are the activities m%ltisensory

Is the session /%n

+ter tougts

Is the o%t"oor s$ace %se" e//ectively

Use o/ ICT1 Is this %se" e//ectively to $romotelearnin#

Is the session a*o%t ' min%tes lon#

Are a""itional a"%lts %se" e//ectively


15/38

-?

Te Criteria for Assuring ig uality Ponic or& 4-f! 25116

The core criteria $rovi"e schools with clearly "e/ine" 0ey /eat%res o/ an e//ective, systematic, synthetic$honics $ro#ramme1 P%*lishe" $ro#rammes /or $honic wor0 sho%l" meet each o/ the /ollowin# criteria1(%rther e3$lanatory notes are o//ere" *elow1

The $ro#ramme sho%l"8

$resent hi#h 4%ality systematic, synthetic $honic wor0 as the $rime a$$roach to "eco"in# $rint,i1e1 a $honics /irst an" /ast9 a$$roach +see note -.

ena*le chil"ren to start learnin# $honic 0nowle"#e an" s0ills %sin# a systematic, synthetic$ro#ramme *y the a#e o/ /ive, with the e3$ectation that they will *e /l%ent rea"ers havin#sec%re" wor" reco#nition s0ills *y the en" o/ 0ey sta#e one +see note '.

*e "esi#ne" /or the teachin# o/ "iscrete, "aily sessions $ro#ressin# /rom sim$le to more com$le3$honic 0nowle"#e an" s0ills an" coverin# the ma2or #ra$hemeG$honeme corres$on"ences+see note :.

ena*le chil"rens $ro#ress to *e assesse" +see note >.%se a m%ltisensory a$$roach so that chil"ren learn vario%sly /rom sim%ltaneo%s vis%al, a%"itory

an" 0inaesthetic activities which are "esi#ne" to sec%re essential $honic 0nowle"#e an" s0ills+see note ?.

"emonstrate that $honemes sho%l" *e *len"e", in or"er, /rom le/t to ri#ht, all thro%#h thewor" /or rea"in#

"emonstrate how wor"s can *e se#mente" into their constit%ent $honemes /or s$ellin# an" thatthis is the reverse o/ *len"in# $honemes to rea" wor"s

ens%re chil"ren a$$ly $honic 0nowle"#e an" s0ills as their /irst a$$roach to rea"in# an" s$ellin#even i/ a wor" is not com$letely $honically re#%lar

ens%re that chil"ren are ta%#ht hi#h /re4%ency wor"s that "o not con/orm com$letely to#ra$hemeG$honeme corres$on"ence r%les$rovi"e /i"elity to the teachin# /ramewor0 /or the "%ration o/ the $ro#ramme, to ens%re that

these irre#%lar wor"s are /%lly learnt +see note 6.

ens%re that as $%$ils move thro%#h the early sta#es o/ ac4%irin# $honics, they are invite" to$ractise *y rea"in# te3ts which are entirely "eco"a*le /or them, so that they e3$eriences%ccess an" learn to rely on $honemic strate#ies +see note @.1

!xplanatory notes

- Phonic wor0 is *est %n"erstoo" as a *o"y o/ 0nowle"#e an" s0ills a*o%t how the al$ha*et wor0s,rather than one o/ a ran#e o/ o$tional metho"s or strate#ies /or teachin# chil"ren how to rea"1 (ore3am$le, $honic $ro#rammes sho%l" not enco%ra#e chil"ren to #%ess wor"s /rom non$honic cl%ess%ch as $ict%res *e/ore a$$lyin# $honic 0nowle"#e an" s0ills1 Hi#h 4%ality systematic, synthetic$honic wor0 will ma0e s%re that chil"ren learn8

#ra$hemeG$honeme +letterGso%n". corres$on"ences + the al$ha*etic $rinci$le. in a clearly"e/ine", incremental se4%enceJ

to a$$ly the hi#hly im$ortant s0ill o/ *len"in# +synthesisin#. $honemes, in or"er, all thro%#h awor" to rea" itJ

to a$$ly the s0ills o/ se#mentin# wor"s into their constit%ent $honemes to s$ellJ an" that *len"in# an" se#mentin# are reversi*le $rocesses1

' Teachers will ma0e $rinci$le", $ro/essional 2%"#ements a*o%t when to start on a systematic,synthetic $ro#ramme o/ $honic wor0 *%t it is reasona*le to e3$ect that the #reat ma2ority o/ chil"renwill *e ca$a*le o/, an" *ene/it /rom "oin# so *y the a#e o/ /ive1 It is e4%ally im$ortant /or the


16/38

-6

$ro#ramme to *e "esi#ne" so that chil"ren *ecome /l%ent rea"ers havin# sec%re" wor" reco#nitions0ills *y the en" o/ 0ey sta#e one1

: The $ro#ramme sho%l" intro"%ce a "e/ine" initial #ro%$ o/ consonants an" vowels, ena*lin#chil"ren, early on, to rea" an" s$ell many sim$le CVC wor"s1

> I/ the $ro#ramme is hi#h 4%ality, systematic an" synthetic it will, *y "esi#n, ma$ incremental$ro#ression in $honic 0nowle"#e an" s0ills1 It sho%l" there/ore ena*le teachers to8 trac0 chil"rens$ro#ressJ assess /or /%rther learnin# an" i"enti/y inci$ient "i//ic%lties, so that a$$ro$riate s%$$ortcan *e $rovi"e"1

? %ltisensory activities sho%l" *e interestin# an" en#a#in# *%t /irmly /oc%se" on intensi/yin# thelearnin# associate" with its $honic #oal1 They sho%l" avoi" ta0in# chil"ren "own a circ%ito%s ro%teonly ten%o%sly lin0e" to the #oal1 This means avoi"in# overela*orate activities that are "i//ic%lt tomana#e an" ta0e too lon# to com$lete, th%s "istractin# the chil"ren /rom concentratin# on thelearnin# #oal1

6 The $ro#ramme sho%l" not ne#lect en#a#in# an" hel$/%l a$$roaches to the more challen#in# levelswhere chil"ren have to "istin#%ish *etween $honically irre#%lar #ra$hemes an" $honemes1

@ It is im$ortant that te3ts are o/ the a$$ro$riate level /or chil"ren to a$$ly an" $ractise the $honic0nowle"#e an" s0ills that they have learnt1 Chil"ren sho%l" not *e e3$ecte" to %se strate#ies s%chas wholewor" reco#nition an"Gor c%es /rom conte3t, #rammar, or $ict%res1


17/38

-@

Pronunciation guide

Continuant consonant ponemes 4stretcy ponemes6

This set can *e $rono%nce" witho%t any a""e" schwa so%n" %h98

f

+as infan9.

+as inat9.

l

+as inle#9.

m

+as inman9.

n

+as innet9.

r

+as inrat9.

s

+as ins%n9.

"

+as in7"et9.

8

+as in8i$.

s

+as inso$.

t

+as intis.

t

+as intin#.

ng

+as insing.

8

+as invision.

Stop consonant ponemes

This set can *e $rono%nce" witho%t any a""e" schwa so%n" %h91They are %nvoice" so%n"s1

c

+as in cat.

p

+as in pen.

t

+as in ta$.

c

+as in ci$.

Stop consonant ponemes

It is har"er to #et ri" o/ the %h9 at the en" o/ this ne3t set o/so%n"s1 They are voice" so%n"s

1 $

+as in $e".

d

+as in do#.

g

+as in gate6

%

+as in%am.

'

+as in 'i#6

y

+as inyet.

9o'els ( short

a+as in cat.

e+as in *e".

i+as in sit.

o+as in ro".

u+as in s%n.

9o'els(stretchyay

+as in

"ay.

ee+as in

/eet.

ig+as in

ni#ht.

o'+as in

cow.

oo+as in

*oot.

oo+as in

loo0.

ar+as in

/arm.

or+as in

/or.

air+as in

/air.

ur+as in

h%rt.

o'+as in

cow.

oi+as in

coin.

ure+as ins%re.

ear+as in"ear.


18/38

-

P+:#C R,)!S A:- PATT!R:S;#C ,) AT !AC ST!P +> P)A*#:G #T S+,:-S

In En#lish there are '6 letters which re$resent >> $honemes1 These $honemes arere$resente" *y -> "i//erent letter com*inations1

A/ter a short vowel, wor"s en" in ss9 instea" o/ s9, // instea" o/ /9, ll instea" o/ l9, KKinstea" o/ K9 +e# hiss, whiff, hill, /i88.1

A/ter a short vowel, wor"s en" in c09 instea" o/ 09 +e# lic0.1:=/ Tese are te only consonants 'ic dou$le in tis position/

At the en" o/ a wor" GvG is %s%ally s$elle" ve9 +e# ha"e, li"e.1 CCVC wor"s8 A/ter a short vowel, wor"s en" in ss9 instea" o/ s9, //9 instea" o/ /9, c09

instea" o/ 09, ll9 instea" o/ l9 +e#1 "ress, sniff, *loc&, /rill.1 This is the same as CVCwor"s at Ste$ >1

CVCC wor"s8 A/ter a consonant, wor"s en" in /9 instea" o/ //9, 09 instea" o/ c09 +e# shel f,sin&.1 GlG "oesn9t a$$ear in /inal $osition an" GsG only as a $l%ral +an" there/orere$resente" *y s9.1

A/ter a "i#ra$h, wor"s en" in /9 instea" o/ //9, 09 instea" o/ c09, l9 instea" o/ ll9 +e# s%rf,$ar&, heel., ce9 or se9 instea" o/ ss91

)e#ional $ron%nciation8 +this is relevant in areas where $ath9 is $rono%nce" $arth9.GarG /ollowe" *y GsG +e# #rass., GthG +e# *at. or a consonant cl%ster +e# $lant, as&,clasp. is written a91 ;here it is /ollowe" *y GsG, this is written ss9 +e# #lass.1


19/38

-D

Tis ta$le so's 'at position in a 'ord "o'el ponemes are most li&ely tooccur/

In other wor"s, which re$resentation is most li0ely in initialGme"ialG/inal $osition in a monosylla*ic

wor"

7etters in *rac0ets show less li0ely re$resentations1


20/38

'

)ist of Ponemes

This is a sim$le ta*le showin# the >> $honemes #enerally reco#nise" as those o/ !ritish )eceive"Pron%nciation +)P. an" one s$ellin# /or each is #iven1 The corres$on"ences #iven here can *e %se"

e4%ally in the #ra$hemeto$honeme "irection nee"e" /or rea"in# an" in the $honemeto#ra$heme"irection nee"e" /or s$ellin#1 This list is ta0en /rom the H7etters an" So%n"s9 $ro#ramme *%t there arevariations in other SSP $ro#rammes which are %se" in schools1

Consonant ponemes; 'it sample 'ords 9o'el ponemes; 'it sample 'ords

-1 G*G *at -:1 GsG s%n -1 GaG ant -:1 GoiG coin

'1 G0G cat ->1 GtG ta$ '1 GeG e## ->1 GarG /arm

:1 G"G "o# -?1 GvG van :1 GiG in -?1 GorG /or

>1 G/G /an -61 GwG wi# >1 GoG on -61 G%rG h%rt

?1 G#G #o -@1 GyG yes ?1 G%G %$ -@1 GairG /air

61 GhG hen -1 GKG Ki$ 61 GaiG rain -1 GearG "ear

@1 G2G 2et -D1 GshG sho$ @1 GeeG /eet -D1 G%reG s%re'

1 GlG le# '1 GchG chi$ 1 Gi#hG ni#ht '1 G G corner +theschwa9 an%nstresse" vowelso%n" which is close to

G%G.

D1 GmG ma$ '-1 GthG thin D1 GoaG *oat

-1 GnG net ''1 GthG then -1 GooG *oot

--1 G$G $en ':1 Gn#G rin# --1 GooG loo0

-'1 GrG rat '>1 GKhG vision- -'1 GowG cow

- The #ra$heme Kh9 "oes not occ%r in En#lish wor"s, *%t GKhG is a lo#ical way o/ re$resentin# thisisolate" $honeme on $a$er8 there is no other sim$le an" o*vio%s way, an" the $honeme is the

*%KKin#9 +voice". version o/ the whis$ery9 +%nvoice". so%n" GshG, 2%st as GKG is the voice" versiono/ GsG1 !eca%se this so%n" "oes not occ%r in sim$le CVC wor"s, however, it can *e omitte" inPhase Three1

' This $honeme "oes not occ%r in all accents1 It occ%rs only i/ $eo$le $rono%nce wor"s s%ch ass%re an" $oor with an GooerG vowel so%n", not i/ they $rono%nce them as shaw an" $aw1 It, too,can *e omitte" in Phase Three, an" $erha$s even $ermanently1


21/38

'-

Section 3 ? Planning and Assessment

Overview o/ $honics 0nowle"#e to *e covere" in Bey sta#e - Plannin# e3em$li/ication

o 7etters an" So%n"s $lannin# /or Phase :o A wee09s "iscrete $honics teachin# $hase ?o &aily "irect teachin# o/ $honics

!lan0 Plannin# "oc%mentso 7etters an" So%n"s $lannin#o A wee09s "iscrete $honics teachin#o &aily "irect teachin# o/ $honics

a0in# sec%re assessments


22/38

''

)etters and Sounds ee&ly Planning -ocument Pase 3

riday

+$%ecti"e Teach GchG Teach GshG Teach GthG Teach Gn#G )evise

$honemesRe"isit and re"ie'

Practise$revio%slylearne" letters or#ra$hemes

)eco#nition/or rea"in#(lashcar"s /orset 6#ra$hemes

)ecall /ors$ellin# (answith set @#ra$hemes$l%s GchG

)eco#nition/or rea"in# I;! sets 6G@an" GchG an"

GshG

)ecall /ors$ellin# 5%ic0write set@ #ra$hemes$l%s GchG GthGan" GshG

)eco#nition/or rea"in#/rieKe %sin#

GchG etc1 an"any insec%re$honemes

Teac

Teach new#ra$hemes

:$art lesson/or GchG +$-7MS. an" 1 Teachrea"in# twosylla*lewor"s1

PD' PractiseH( wor"s1)evision o/$hase 'wor"s $l%swill, that,

then, this

PD' PractiseH( wor"s1)evision o/will, that,then, this,intro"%ce

them, withPractise

Practise *len"in#an" rea"in#wor"s with a new=PC

P? +7MS.;hat9s in the*o3;or" car"s/rom GchG list$--

P6co%nt"owni3 o/ GchG

GshG an" GthGlist wor"

car"s $--

Practisese#mentin# an"s$ellin# wor"swith new =PC

PPhoneme/rame +' letter#ra$hemessection. GchGan" GshG

PD 4%ic0write %sin#wor"s /rom

GchG GshG GthGan" Gn#Gwor"s $--

PD /%ll circle%sin# wor"s/rom #amelist

APP)*

)ea" or writeca$tionGsentence%sin# - or moretric0y wor"scontainin# thenew #ra$hemes

$1D? +7MS.)ea"in# aca$tion

matchin#9+with teacher.

chic0en an"chi$s9

PD@ "emowritin# /ish ina "ish9

$1D? +7MS.)ea"in# aca$tion

matchin#9+with teacher.

chic0en an"chi$s9

PD@ "emowritin#

a moth inwith a chi$9

;ritesentence withwor" missin#1Han" o%twor"s onecorrect tomatch1


23/38

A 'ee&@s discrete ponics teacing ? Pase


24/38


25/38

A"a$te" /rom C77& Phase ?

APP)

*

Chil"ren to rea" $re$are"tar#et sentence incl%"in#tar#et wor"s an" $revio%slylearne" hi#h /re4%encywor"s1Chil"ren to write "ictate"sentence a$$lyin# all new

an" $revio%sly learne"=PCs1Enco%ra#e chil"ren to$roo/rea" the "ictate"sentences a#ainst the$re$are" sentence, with a$artner1Chil"ren to /ee"*ac0s%ccesses an" iss%es1

Chil"ren to rea" $re$are"tar#et sentence incl%"in#tar#et wor"s an"$revio%sly learne" hi#h/re4%ency wor"s1Chil"ren to write "ictate"sentence a$$lyin# all new


Chil"ren to rea" $re$are"tar#et sentence incl%"in#tar#et wor"s an"$revio%sly learne" hi#h/re4%ency wor"s1Chil"ren to write "ictate"sentence a$$lyin# all new


Chil"ren to rea" $re$are"tar#et sentence incl%"in#tar#et wor"s an" $revio%slylearne" hi#h /re4%encywor"s1Chil"ren to write "ictate"sentence a$$lyin# all new an"

$revio%sly learne" =PCs1Enco%ra#e chil"ren to$roo/rea" the "ictate"sentences a#ainst the$re$are" sentence, with a$artner1Chil"ren to /ee"*ac0s%ccesses an" iss%es1

ASS!SS)!AR:#:GCR#T!R#A

Orally se#ment $honemes within wor"s1=ive the so%n" when shown any /oc%s #ra$hemes1(or any #iven so%n" write the common #ra$heme1

A$$ly $honics 0nowle"#e an" s0ill when rea"in# an" s$ellin# %n/amiliar wor"s that are not com$letely "eco")ea" a sentence that incl%"es irre#%larGhi#h /re4%ency wor"s1;rite a sentence that incl%"es irre#%larGhi#h /re4%ency wor"s, /ormin# the letters correctly1


26/38

-A#)* -#R!CT T!AC#:G +> P+:#C S#))S A:- :+3)!-G! 3!! =!G#::#:GDD

R!9#S#T andR!9#!3

)ecently an"$revio%sly learne"$honeme#ra$heme

corres$on"encesG*len"in# se#mentin# s0ills

T!ACNew $honeme#ra$heme corres$on"ences, s0ills o/

*len"in# an" se#mentin#

PRACT#S!New $honeme#ra$heme corres$

*len"in# an" se#me

riday

As0 chil"ren to sit in acircle1 )evise recentlyintro"%ce" $honemes%sin# Tessa +$%o$et.an" $honeme tree1

Use Tessa to revise recent tric0y wor"s1 Tell chil"renthey are #oin# to learn a new tric0y wor" show car"

are91 E3$lain that it is one o/ those wor"s that theyhave to loo0 at an" try an" remem*er1 =ive e3am$leo/ wor" in sentence ari#ol" class are sittin#*ea%ti/%lly19

Tell the chil"ren we are #oin# to $laI;!1 E3$lain to them that the $irate"eci"e which coins are real #ol" an"real #ol" coins have real wor"s on tthe treas%re chest1 Choose "i//erentan" "eci"e i/ a wor" is real or not1 N#et correct at the en" an" tell them*eat /or ne3t time1

htt$8GGwww10ente"1or#1%0Gn#/lG#amml

Resources

on"ay Tessa +$%$$et.1 7etters #GtGnG"GhGyGrG/G*Gear1 ;or" car"s #ear, tear, near, "ear, hear, year, rear, /ear, *e

ch, ai, sh, ar.1 5%estion car"s can yo% hear *ees *%KKin# now Can yo% hear m%sicT%es"ay ;e"nes"ay P%$$et1 7etters i#h, %r, er, ar, ee, n#, ch, ai, sh, ar, ear, air1 5%estion car"s Is all hair /air Can a coaTh%rs"ay (ri"ay air9 an" ear9 car"s1 Tric0y wor" car"s no, #o, I to, he, she, we, me, *e, was, my, yo%, they, her, all, are1 5arms Are the teeth o/ shar0s shar$


28/38

'

)etters and Sounds Planning

riday

+$%ecti"e

Re"isit andre"ie'

Practise$revio%slylearne" lettersor #ra$hemes

Teac

Teach new#ra$hemes

Teach - or 'tric0y wor"s

Practise

Practise *len"in#an" rea"in#wor"s with anew =PC

Practisese#mentin# an"s$ellin# wor"swith new =PC

APP)*

)ea" or writeca$tionGsentence%sin# - or moretric0y wor"scontainin# thenew #ra$hemes


29/38

A 'ee&@s discrete ponics teacing


30/38

T!AC1

PRACT#S!

APP)*

ASS!SS

)!AR:#:GCR#T!R#A


31/38

-A#)* -#R!CT T!AC#:G +> P+:#C S#))S A:- :+3)!-G! 3!! =!G#::#:GD

R!9#S#T and R!9#!3)ecently an" $revio%sly learne"

$honeme#ra$hemecorres$on"encesG*len"in# se#mentin#

s0ills

T!ACNew $honeme#ra$heme corres$on"ences,

s0ills o/ *len"in# an" se#mentin#

PRACT#New $honeme#ra$hem

s0ills o/ *len"in# an

riday

Resources


33/38

::

Communication; )anguage and )iteracy -e"elopment programme


34/38

:>

;hen o*servin# a chil" writin#, the 4%estion the $ractitioner sho%l" *e as0in# in relation to Phase ' is8 Isthe chil" %sin# hisGher $honic 0nowle"#e an" s0ills in hisGher writin#, e1#1 *e#innin# to orally se#ment wor"san" attem$tin# to write, or %se ma#netic letters to /orm wor"s, %sin# the #ra$hemes heGshe 0nows9In in"e$en"ent rea"in# an" writin#, chil"ren sho%l" 0now most o/ the Phase ' #ra$heme$honemecorres$on"ences most o/ the time1

>requently as&ed questions

- &o chil"ren nee" to *e a*le to rea" an" write CVC wor"s to *e sec%re at Phase '' Some chil"ren may *e %na*le to rea" an" s$ell CVC wor"s in"e$en"ently *y the en" o/ Phase '1However, as lon# as they are a*le to *len" an" se#ment CVC wor"s orally an" 0now most o/ the Phase' #ra$hemes most o/ the time, they can $ro#ress to Phase : where they will contin%e to $ractise thes0ills o/ CVC *len"in# an" se#mentation1

: ;hat a*o%t chil"ren who are %na*le to orally se#ment CVC wor"s> Chil"ren who cannot orally se#ment CVC wor"s, e1#1 chil"ren who say G$G GiG GtG when as0e" to so%n"

tal0 $in9 are not yet sec%re at Phase '1 Teachers an" $ractitioners nee" to ens%re that these chil"renhave $lenty o/ o$$ort%nities to $ractise oral *len"in# an" se#mentation *oth in $honics sessions an"thro%#ho%t the "ay, as witho%t these necessary s0ills, chil"ren will not $ro#ress to *ecome con/i"entrea"ers an" writers1


35/38

:?

>requently as&ed questionsHow many #ra$heme$honeme corres$on"ences "o chil"ren nee" to 0now to *e consi"ere" sec%re atPhase :

Chil"ren sho%l" 0now one way o/ writin# every so%n" they can hear in wor"s +aro%n" >: $honemes,"e$en"in# on local accent. an" sho%l" *e a*le to a$$ly this 0nowle"#e in their in"e$en"ent writin#1

A chil" in my class can #ive the so%n"s /or all the #ra$hemes she has *een ta%#ht "%rin# the revisit an"review $art o/ the "aily $honics session, *%t she "oesn9t seem to *e a*le to %se these #ra$hemes in herwritin#1 &o yo% thin0 she is sec%re at Phase :

Chil"ren who are %na*le to ma0e a $honemically $la%si*le attem$t at writin# %sin# ta%#ht #ra$hemes arenot yet sec%re at Phase :1 These chil"ren nee" on#oin# o$$ort%nities to $ractise oral *len"in# an"se#mentation to ens%re that they can hear all the so%n"s in wor"s, an" /%rther consoli"ation o/ their0nowle"#e o/ #ra$heme$honeme corres$on"ences in a ran#e o/ conte3ts1

is to consoli"ate chil"ren9s 0nowle"#e o/ Phase ' an" : #ra$hemes an" teach*len"in# an" se#mentin# o/ a"2acent consonants an" $olysylla*ic wor"s1 This $hase sho%l" ta0e >6 wee0s1

Chil"ren are sec%re at Phase > when they can8 #ive the so%n" when shown any Phase ' an" Phase : #ra$hemes /in" /rom a "is$lay any Phase ' an" : #ra$heme when #iven the so%n" *len" rea" wor"s containin# a"2acent consonants se#ment s$ell wor"s containin# a"2acent consonants1The ma2ority o/ the evi"ence /or the /o%r *%llet $oints a*ove can *e #athere" c%m%latively "%rin# the "aily"iscrete $honics sessions, $artic%larly "%rin# the revisit an" review9 an" a$$ly9 sections1 TeachersG$ractitioners sho%l" also o/ co%rse collect a""itional evi"ence /rom their o*servations o/ chil"ren rea"in#in"e$en"ently, /or e3am$le in #%i"e" rea"in# sessions or in the *oo0 corner, or /rom their writin#, either in#%i"e" writin# sessions or in in"e$en"ent activities1

It is cr%cial that chil"ren have meanin#/%l o$$ort%nities to $ractise, consoli"ate an" e3ten" their $honic s0illsan" 0nowle"#e in a *roa" ran#e o/ conte3ts, thro%#ho%t the settin#, in"oors an" o%t"oors an" thro%#ho%tthe "ay1 O*servation o/ chil"ren9s achievements in sel/initiate" activities will rea//irm the o*servations ma"e"%rin# a"%ltle" $honics, rea"in# an" writin# sessions1 )eco#nisin# that some chil"ren, $artic%larly *oys, aremore li0ely to choose to write o%tsi"e than insi"e, teachers an" $ractitioners sho%l" ens%re thato$$ort%nities, reso%rces an" s%$$ortive a"%lts are always availa*le in the o%t"oor learnin# environment1

;hen o*servin# a chil" rea"in#, the 4%estion the $ractitioner sho%l" *e as0in# in relation to Phase > is8Is the chil" %sin# hisGher $honic 0nowle"#e an" s0ills to i"enti/y the $honemes in a wor" an" *len"in# themin or"er to rea" sin#lesylla*le wor"s consistin# o/ Phase ' an" : #ra$hemes an" a"2acent consonants9

;hen o*servin# a chil" writin#, the 4%estion the $ractitioner sho%l" *e as0in# in relation to Phase > is8 Is

the chil" %sin# hisGher $honic 0nowle"#e an" s0ills to se#ment sin#lesylla*le wor"s incl%"in# a"2acentconsonants an" ma0in# $honemically $la%si*le attem$ts at s$ellin# %sin# Phase ' an" : #ra$hemes9

Some s$ellin#s may *e inacc%rate at this sta#e, *%t chil"ren9s letter 0nowle"#e alon# with their a*ility tose#ment sho%l" allow them to ma0e a #oo" attem$t at writin# many o/ the wor"s they wish to %se1In in"e$en"ent rea"in# an" writin#, chil"ren sho%l" 0now an" %se correctly most o/ the Phase ' an" :#ra$heme$honeme corres$on"ences most o/ the time an" rea" an" write $honemically $la%si*lere$resentations o/ wor"s containin# a"2acent consonants1

>requently as&ed questionsA chil" in my class can *len" a"2acent consonants /or rea"in# *%t he can9t se#ment a"2acent consonants atthe en" o/ wor"s in his writin#1 Is he sec%re at Phase >

Chil"ren who are %na*le to se#ment to s$ell wor"s containin# a"2acent consonants at the *e#innin# an" en"o/ wor"s are not yet sec%re at Phase >1 These chil"ren nee" more $ractice in oral se#mentation o/ a"2acentconsonants an" then re$resentin# them in writin#1


36/38

:6

o/ 7etters an" So%n"s an" thealternative $ron%nciations on $a#e -:61

How many #ra$hemes "o chil"ren nee" to 0now /or each $honemeChil"ren sho%l" have *een intro"%ce" to all the alternative s$ellin#s /or each $honeme *y the en" o/ Phase?1 They sho%l" *e a*le to write the common #ra$hemes +tho%#h not necessarily all the rare alternatives. inin"e$en"ent writin# an" sho%l" *e a*le to o//er a common alternative, *ase" on their #rowin# 0nowle"#e o/s$ellin# choices, when $rom$te" *y an a"%lt1

&o chil"ren have to s$ell correctly to *e sec%re at Phase ?Chil"ren9s s$ellin# sho%l" *e $honemically $la%si*le *y the en" o/ Phase ?, /or e3am$le, a noyKy trane atthe staysh%n9 /or a noisy train at the station91 Some %nconventional s$ellin#s are to *e e3$ecte" whilechil"ren are learnin# the correct s$ellin#s /or an everincreasin# n%m*er o/ common wor"s1

Crown co$yri#ht '- @?'-P&(EN-

A"a$te" /rom8 The National Strate#ies Q PrimaryC77& aterials /or cons%ltants


37/38

:@

Glossary of Terms


38/38

G)+SSAR*

Ponics(Phonics consists o/ the s0ills o/ se#mentin# an" *len"in#, 0nowle"#e o/ the al$ha*etic co"e an" an %n"erstan"in#o/ the $rinci$les %n"er$innin# the way the co"e is %se" in rea"in# an" s$ellin#1

Ad%acent Consonant( Consonants which a$$ear ne3t to each other an" can *e *len"e" to#ether n0 as in *an0

an" the str as in strin#+note the n# in strin#is a "i#ra$h as these two letters ma0e a sin#le so%n". Alpa$etic code( In En#lish everythin# that is sai" or written is enco"e" in a$$ro3imately >> so%n"s +$honemes.which are re$resente" *y '6 letters in a*o%t -> letter com*inations1

Analytic ponics( In this /orm o/ $honics instr%ction, st%"ents analyse the letterso%n" relationshi$s in$revio%sly learne" wor"s in or"er to "eco"e new wor"s1 They are enco%ra#e" not to $rono%nce the so%n"s o/ awor" in isolation1 (or e3am$le, a st%"ent mi#ht reco#niKe the similarity in the so%n" o/ the wor"s #ear, /ear, hear1

=lending( )eco#nisin# the letter so%n"s in a written wor", /or e3am$le c%$, an" mer#in# them in the or"er torea" the wor" c%$91

Consonant(All letters o/ the al$ha*et e3ce$t a, e, i, o, %

Consonant -igrap(A consonant "i#ra$h contains two consonantssh c0 th ll

C9; C9C; CC9C( These are the a**reviations /or vowelconsonant, consonantvowelconsonant, consonantconsonantvowelconsonant an" are %se" to "escri*e the or"er o/ grapemesin wor"s +a #ra$heme may consisto/ more than one letter.1 E1#1 am +VC., Sam +CVC., slam +CCVC., or each +VC., *each +CVC., *leach +CCVC.1

-igrap(A two letter #ra$heme which re$resents one so%n", e1#1 ea9 in *eat

>our letter grapemes( Uses /o%r letters to re$resent one $honeme e1#1 ei#h9 as in wei#h

Grapeme(A letter or #ro%$ o/ letters re$resentin# a so%n" +$honeme.1 There is always the same n%m*er o/#ra$hemes as $honemes in a wor"1

Poneme0Grapeme correspondence(An %n"erstan"in# o/ which #ra$hemes corres$on" to which $honemesan" vice versa1 ;e convert #ra$hemes to $honemes when we rea" +"eco"in# written wor"s.1 ;e convert

$honemes to #ra$hemes when we are s$ellin# +enco"in# wor"s /or writin#.1

Poneme( Smallest %nit o/ so%n" in a wor" It is #enerally acce$te" that in most varieties o/ s$o0en En#lishthere are >> $honemes1

Sc'a An %nstresse" vowel so%n" which is close to G%G s$ellin#s incl%"e8 teacher; collar; "octor; a*o%t

Segmenting( I"enti/yin# the in"ivi"%al so%n"s in a wor" +e1#1 him. in or"er to *e a*le to s$ell1

Split -igrap( This is a "i#ra$h which has a letter which s$lits, comes *etween, the two letters o/ the "i#ra$he1#1 ta0e an" ma0e where the 09 s$lits the two letters which ma0e the ae9 "i#ra$h which in *oth wor"s re$resentstheGaiG $honeme1

There are 6 s$lit "i#ra$hs in En#lish s$ellin#8 ae9, ee9, ie9, oe9, %e9, ye9, as in8 ma0e, scene, li0e*one, c%*e, ty$e1

Sylla$le(A wor" or $art o/ a wor" consistin# o/ a vowel $honeme with either, no, one or more consonant$honemes *e/ore or a/ter it1 E1#1 tele$hone9 has : sylla*les telGeG$hone

Syntetic ponics( Synthetic $honics teaches the $honemes +so%n"s. associate" with the #ra$hemes +letters.1The so%n"s are ta%#ht in isolation then *len"e" to#ether +i1e1 synthesise"., allthro%#hthewor"1 They are ta%#htto $rono%nce each $honeme in a wor", then to *len" the $honemes to#ether to /orm the wor" +e1#1 GsG GaG GtGJRsatR.1

Systematic ponics( This relates to either analytic or synthetic $honics $ro#rammes which *%il" s0ills /rom easyto more com$le31

Trigrap(A three letter #ra$heme which re$resents one so%n" e1#1 %re9 as in $%re

9o'el -igrap( Two letters com*ine to re$resent one vowel so%n" e # out *oat

Documents

Systematic Phonics Booklet (1).pdf