Download ppt - Slide 1 © Crown copyright 2008 Communication Language and Literacy Development Letters and Sounds Working on Phase 5

Slide 1

© Crown copyright 2008

Communication Language and Literacy

Development

Letters and SoundsWorking on Phase 5

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Aims• To develop subject knowledge of the alphabetic

code when working on Phase 5• To develop systematic and cumulative planning

of Phase 5 over a week • To build continuous assessment for learning into

Phase 5• To review new phonic resources using ICT

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Agenda• Progress check: Phases 3 and 4• Subject knowledge• Teaching high-frequency words• Direct teaching of phonics• Planning exemplification: Phase 5 over a

week• Application• Review new IWB resources• Letters and Sounds: Phase 5• Progress check: Phase 5

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Phase 5

• Discuss with your elbow partner the Phase 5 teaching issues you have found or are concerned about

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Progress check for Phase 3By the end of Phase 3 children should:

• give the sound when shown all or most Phase 2 and Phase 3 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;

• be able to segment and make phonetically plausible attempts at spelling CVC words;

• be able to read the tricky words;

• be able to spell the tricky words;

• write each letter correctly when following a model.

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Progress check for Phase 4

By the end of Phase 4 children should:

• give the sound when shown any Phase 2 and Phase 3 grapheme;

• find any Phase 2 and Phase 3 grapheme from a display when given the sound;

• be able to blend and read words containing adjacent consonants;

• be able to segment and spell words containing adjacent consonants;

• be able to read tricky words;

• be able to spell tricky words;

• write each letter, usually correctly.

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Progress Tracking• Revised phonics tracking sheet• Spans the EYFS and KS1• Information indicates the phases children are

currently ‘working on’ linked to ongoing day-to-day assessment

• Periodic assessment to judge ‘secure at’• Phase descriptors help to make judgements to

decide at which phase the child is using his or her phonic knowledge and skills independently and consistently

(page 22, Revised Practitioner folder)

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Subject knowledge and systematic teaching and

learning of phonics

Phonics at a glance

phonics isphonics is

skillsskills of ofsegmentationsegmentationand blendingand blending

knowledgeknowledge of ofthe alphabeticthe alphabetic

codecode+

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Phonics consists of:

•identifying sounds in spoken words;

•recognising the common spellings of each phoneme;

•blending phonemes into words for reading;

•segmenting words into phonemes for spelling.

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Some definitions

A phoneme is the smallest unit of sound in a word.

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Some definitionsGrapheme

Letter(s) representing a phoneme.

t ai igh

Phonemes and graphemes

phoneme

smallest unit of sound in a word

grapheme

a letter or sequence ofletters that represents

a phoneme

TerminologyTerminology

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Phonemes and graphemes

• Phonemes are represented by graphemes.

• A grapheme may consist of one (t), two (ch) or more letters (igh).

• A phoneme can be represented/spelled in more than one way: cat, kennel, choir.

• The same grapheme may represent more than one phoneme: me, met.

Letters and phonemesLetters and phonemesLetters: 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

Some of the 140 (approx.) letter combinations illustrated within words:

cat, look, would, put, peg, bread, cart, fast, pig, wanted, burn, first, term, heard, work, log, want, torn, door, warn, plug, love, haul, law, call, pain, day, gate, station, wooden, circus, sister, sweet, heat, thief, these, down, shout, tried, light, my, shine, mind, coin, boy, road, blow, bone, cold, stairs, bear, hare, moon, blue, grew, tune, fear, beer, here, baby, sun, mouse, city, science, dog, tap, field, photo, van, game, was, hat, where, judge, giant, barge, yes, cook, quick, mix, Chris, zebra, please, is, lamb, then, monkey, comb, thin, nut, knife, gnat, chip, watch, paper, ship, mission, chef, rabbit, wrong, treasure, ring, sink.

Phonemes:

/b/ /d/ /f/ /g/ /h/ /j/ /k/ /l/ /m/ /n/ /p/ /r/ /s/ /t/ /v/ /w/ /wh/ /qu/ /y/ /z/ /th/ /th/ /ch/ /sh/ /zh/ /ng/ /a/ /e/ /i/ /o/ /u/ /ae/ /ee/ /ie/ /oe/ /ue/ /oo/ /ar/ /ur/ /or/ /au/ /er/ /ow/ /oi/ /air/ /ear/

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Some definitionsBlending

Recognising the phonemes in a

written word, for example c-u-p, sh-ee-p,

and merging or synthesising them in the

order in which they are written to pronounce

the word: ‘cup’, ‘sheep’.

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Some definitionsOral blending

Hearing a series of spoken sounds(phonemes) and merging them together to makea spoken word. No text is used.

For example, When a teacher calls out ‘b-u-s’ or‘c-r-ay-o-n’, the children say ‘bus’ or ‘crayon’.

This skill should be taught within Phase 1before blending and reading printed words.

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Some definitionsSegmenting

• Identifying the individual sounds in a spoken word (e.g. h-i-m, s-t-or-k) and writing down or manipulating letters for each sound (phoneme) to form the word ‘him’.

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Blending and SegmentationBlending

• Merging the individual phonemes together to pronounce

a word.

• To read unfamiliar words a child must recognise (sound out) each grapheme, not each letter, then

merge the phonemes together to make a word.

Segmentation

• Hear and say the individual phonemes within words.

• In order to spell, children need to segment a word into its component phonemes and

choose a grapheme to represent each phoneme.

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Some definitionsDigraphTwo letters, which make one phoneme.

A consonant digraph contains 2 consonants:sh ck th ll

A vowel digraph contains at least one vowel:ai ee ar oy

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Some definitionsTrigraph

Three letters, which make one phoneme.

igh dge

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Some definitionsSplit digraph

A digraph in which the two letters are not adjacent – e.g. ‘make’.

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Enunciation

• Teaching phonics requires a technical skill in enunciation

• Phonemes should be articulated clearly and precisely

‘ss’ at the end of a word Double ‘ss’ appears at the end of a word when: …a short vowel is in the middle of a one-syllable word.

pusthisyesgas

bus

Tess

less

tossJess

Rossguess

bosshissBessgrass

losskissdresslass

fussmossmissmessmass

uoiea

Why has ‘think’ got a ‘k’ at the end and not ‘ck’ or ‘c’?• ‘k’ sound is preceded by a consonant, e.g.

‘nk’, ‘sk’

• ‘ck’ is always preceded by a vowel

shockclocksickrackpeckkick

tickrocklocknecksockduck

1 2 3

c a t

b ir d

f i sh

kn igh tThese words each have three phonemes (separate sounds). Each of these phonemes is represented by a grapheme.

Sound buttons

rain bright

witch slaughter

foilbroom

toastslight

crayonspeed

speed crayon

slight toast

broom foil

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Using a phoneme frame

Segmenting

greed

weed

speed

deed

creed

bleed

PHONEMESWORD

Segmenting

deerggreed

deewweed

deepsspeed

deeddeed

deerccreed

deelbbleed

PHONEMESWORD

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CVC words - some points to note…

Words sometimes wrongly identified as CVC

bow

few

saw

her

Words sometimes wrongly identified as CVC

bow

few

saw

her

Consonant digraphs

ll ss ff zz

hill, mess, puff, fizz

sh ch th wh

ship, chat, thin, whip

ng qu ck

sing, quick

pig chick

church car

boy down

curl wheel

thorn for

day dear head shirt

CVC words – clarifying some misunderstandings

shirthead

dearday

forthorn

wheelcurl

downboy

carchurch

chickpig

head

day

thorn

curl

boy

church

pig

shirt

dear

for

wheel

down

car

chick

deahhead

aydday

norththorn

lurccurl

oybboy

churchchurch

gippig

tirshshirt

earddear

orffor

leewhwheel

nowddown

arccar

ckichchick

Examples of CCVC, CVCC, CCCVC and CCVCC

b l a ck s t r ea mc c v c c c c v c

f ou n d b l a n kc v c c c c v c c

Consonant phonemes and their moreusual graphemic representations

/b/ baby/d/ dog/f/ field, photo/g/ game/h/ hat/j/ judge, giant, barge/k/ cook, sock, Chris/l/ lamb/m/ monkey,comb/n/ nut, knife, gnat/p/ paper/r/ rabbit, wrong

/s/ sun, mouse, city, science/t/ tap/v/ van/w/ was/wh/ where /y/ yes/z/ zebra, please, is/th/ then/th/ thin/ch/ chip, watch/sh/ ship, mission, chef/zh/ treasure/ng/ ring

Vowel phonemes and a commongraphemic representation

vowels representative words

vowels representative words

/a/ cat /oo/ look

/e/ peg /ar/ cart

/i/ pig /ur/ first

/o/ log /or/ torn

/u/ plug /au/ haul

/ae/ pain /er/ wooden, sister

/ee/ sweet /ow/ shout

/ie/ tie /oi/ coin

/oe/ road /air/ stairs

/ue/ moon /ear/ fear

Some other ways of representing vowel phonemes

vowels representative word

vowels representative word

/a/ cat /oo/ look, would, put /e/ peg, bread /ar/ cart, fast (regional) /i/ pig, wanted /ur/ burn, first, term, heard,

work /o/ log, want /or/ torn, door, warn /u/ plug, love /au/ haul, law, call /ae/ pain, day, gate,

station /er/ wooden, circus, sister

/ee/ sweet, heat, thief, these

/ow/ down, shout

/ie/ tie, light, my, shine, mind

/oi/ coin, boy

/oe/ road, post, stole, toe

/air/ stairs, bear, hare

/ue/ moon, blue, grew, tune

/ear/ fear, beer, here

Grapheme choices

glay glai

proyn proin

strou strow

sproat sprowt

dryt dright

smayn smain

groy groi

Vowel digraphs followed bya consonant or in a final position

followed by a consonant final position ai (rain) a-e (date) ay (day)

ee (street) ea (meat) [e-e (these)]

ee (see) ea (sea)

ie (tried: past tense) igh (light) i-e (wide) i (find)

ie (tie) y (try) igh (high)

oa (road) o-e (home) o (most, cold)

ow (throw) o (so) o-e (toe)

oo (moon) u-e (cute)

ew (new) ue (blue) [oo (too)]

ua (laud) augh (caught) ough (bought)

aw (raw)

Vowel digraphs (cont.)

followed by a consonant final position

or (fork) or (for) ore (more) oor (floor)

ar (park ar (far)

ur (turn) ir (first) er (fern)

ur (fur) ir (fir) rer (her) ear (learn)

ou (loud) ow (crown, down, drown, brown)]

ow (how)

oi (join) oy (boy)

oo (look) u (put) oul (could)

ear (bear) are (bare) air (stair)

ear (hear) ere (here)

Teaching the split digraph

tie time

tree these

toe tone

cue cube

?ae cave

Which of these words contain a split digraph?

time made

spike have

come bride

some shine

Which of these words contain a split digraph?

time made

spike have

come bride

some shine

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Activity

• In small groups make a list of all the words that you can think of that contain the phoneme on your chart and sort the words into their appropriate grapheme

• Investigate the frequency or infrequency of words and look for any patterns for feedback

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Teaching high-frequency words

• In the past, often regarded as needing to be taught as ‘sight words’

• Research shows when words are recognised at sight, this recognition is most efficient when it is underpinned by GP knowledge

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• 100 common words that recur frequently in much written material

• Most are decodable

• End of Phase 2, 26 HF words are decodable; further 12 by the end of Phase 3; further 6 by the end of Phase 4

• During Phase 5 children learn many more graphemes, so more words become decodable

• Some of the ‘tricky’ words have been taught in earlier phases

• 16 new ‘tricky’ words to be taught in Phase 5


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• Letters and Sounds aligns decodable HF words with the GPCs that have been taught in each Phase

• A quarter of the 100 HF words occurring most frequently in children’s books are decodable at Phase 2

• Half of the 100 words are decodable by end of Phase 4

• The majority are decodable by end of Phase 5

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• Those HF words that are not completely phonetically regular contain some known GPCs

• Start with what is known and register the ‘tricky bit’ in the word

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Direct teaching of phonics

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Developing phonics learning across a week• Every day – direct teaching of phonics

• At least once a week – Guided Reading

• Once a week minimum – Guided Writing

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Every day

Children are provided with:• opportunities throughout the day to engage

independently in speaking, listening, reading and writing activities across the curriculum;

• interactive multi-sensory phonics session;• session led by the practitioner of shared reading

and/or shared writing;• opportunities to hear a wide-ranging selection of

stories, poems, rhymes and non-fiction.

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Planning discrete teaching of Phase 5

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Aims of Phase 5

• Broad knowledge of graphemes and phonemes for use in reading and spelling

• Learn new graphemes and alternative pronunciations for the graphemes children already know

• Children able to quickly recognise graphemes of more than one letter

• Develop ability to choose the appropriate graphemes to represent phonemes

• Begin to build word-specific knowledge of the spellings of words• Lists of words and sentences to support the activities in Phase 5 –

practising blending for reading and segmenting for spelling

Model for daily teaching of phonics skills and knowledge

REVISIT AND REVIEWrecently and previously learned phoneme-grapheme correspondences, and blending and

segmenting skills as appropriate

TEACHnew phoneme-grapheme correspondences; skills of blending and segmenting

PRACTISEnew phoneme-grapheme correspondences; skills of blending and segmenting

APPLYnew knowledge and skills while reading/writing

Route to planning – planning an overview for the week

• Identify the number of the week from Phase 5 timetable, for example: Week 1, Week 2, Week 3, … etc.

• Decide which new graphemes to use for reading and spelling with adjacent consonants (about four per week)

• Experts suggest that children will more effectively learn the new grapheme for a phoneme if one representation is focused on in one phonic session, and a few days is left before introducing another grapheme for that same phoneme.

For example: new graphemes: 1. ay 2. oe 3. ir 4. a – e

• Decide which new ‘tricky’ words from the suggestions in the timetable you will teach for reading and which ones for spelling

• Begin to plan in the objectives and the detail on the weekly planning grid

Read: asked

Write: there, were/oi/

oy

/ur/

ir

/oo/

u

/oa/

o

Wk 4

Read: looked, called

Write: like, so/ow/

ou

/ue/

oo

/ar/

a

/oa/

o- e

Wk 3

Read: oh, their

Write: said/igh/

i - e

/ee/

e - e

/ue

u - e

/oa/

oe

Wk 2

Read: Mr, Mrs, people

Write: some, have, come

/ai/

a –e

/igh/

ie

/ee/

ea

/ai/

ay

Wk 1

Irregular/high-frequency words

New graphemes to be taught over a week ( 4 per week )

Phase 5

Phase 5 Weeks 1 – 4

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Planning for discrete teaching of Phase 5 over a week

A week’s planning exemplification

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Application of phonics across the curriculum

Word

recog

nit

ion

Language comprehension

Phonics(decoding -encoding)

blending and segmenting

Expanding writtenvocabulary

Good word recognition

Goodcomprehension

Positive attitudes

Understanding of oral and written language

CLL (Literacy)

Maths PEARTDT

PSHE

ScienceHistory

Geography

ScienceHistory

Geography

PE

ARTDT

Read

ing

to

learn

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Phase 5

Using IWB resources

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Letters and sounds

Phase 5 – Contents

Suggested timetableReadingSpellingAssessmentWord bank

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Progress check for Phase 5

By the end of Phase 5 children should be able to:

• give the sound when shown any grapheme that has been taught;• for any given sound, write down 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 automatically 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 letter correctly.

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Remember…• Phonics is the step up to word

recognition • Automatic reading of all words – decodable and tricky – is the ultimate

goal• Confidence in building word-specific

knowledge of the spelling of words• Continuous language development

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