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Phonics
c...a…t
For Reading and Writing
A phoneme is the smallest unit of sound of spoken language
When the ‘phonemes’ are combined, they make the words that we speak
Sounds are made in the throat and mouth
Sounds are made from the movement of muscles in the throat, face, mouth and tongue
Sounds are made from vibration and / or the movement of air
There are approximately 44 phonemes (units of sound) in the English language
These phonemes are represented in written English by graphemes (letter shapes)
Each phoneme may be represented by a single letter, a diagraph (2 letters) or trigraphs (3 letters) A few phonemes are represented by 4 or more letters
Some phonemes are represented in a variety of ways this is one reason why learning to read and
write the English language is more tricky than other languages – there is more than one way to ‘spell’, or represent, some of the phonemes
Children need to be able to make different sounds in order to be able to speak. They learn to speak by hearing and copying those around them
To move onto learning the link betweenspeech and written language…
Children need to be able to distinguish and discriminate between one sound and another – they need to be able to hear the different phonemes
Early provision – lots of talk / singing / chanting, making sounds, using the mouth / tongue etc, hearing different sounds, spotting the difference between a range of sounds
3. Learn the letter(s) that represent it
1. Hear the phoneme 2. Say the phoneme
Decoding (Reading)
Writing/Spelling(encoding)
Recognise the letters in print and link with phonemes
Segment and Blend phonemes to read the word
Write the letters which represent the phoneme
Segment a word into its phonemes and represent with letter(s)
Hearing and saying the phoneme
Initial – at the beginning of a word strong phonemes medial (middle) and final phonemes
Learning the letter(s) that represent the phoneme
Visual image of letter(s) linked with phoneme
Segmenting and blending – Decoding written words
Saying a word, counting the phonemes (sound buttons / fingers) blending together to say the word again and read it
Segmenting and blending – Encoding to write words
Saying a word, counting the phonemes (sound buttons / fingers) writing the grapheme to represent the phonemes. Writing is phonetically plausible e.g. written how it sounds out
Spelling –
Learning spelling patterns and word families along with Key word / High frequency words
Word
1.SayitPhonemes
2. Count the phonemes 3.Blend to say
the wordReading -
Blend to read
the word
Writing –
Represent
each phoneme
with grapheme
shelf sh e l f
dress d r e ss
green g r ee n
think th i n k
stretch s t r e t ch
sprint s p r i n t
flick f l i ck
Purpose Pace
Passion
Praise
We must know what we are teaching and
how this builds on what
they learnt previously
The adult directs the
session. It is pacey and
purposeful.
The adult models a passion for what they are teaching. If we
don’t get excited about phonics the
children won’t either
Children need to be actively
involved (not sitting passively)
Children do best when they are
praised for their efforts and when their learning is
celebrated
Participation
There are different schemes for teaching phonics although what children have to learn in each scheme is the same
Phonics flashcards and display friezes.
Sound mats
Actions and songs
Pace of scheme (1 sound per day)
Planning – this scheme includes different spelling patterns (ai/ay/a_e)
Word flashcards with ‘sound buttons’
Speed sounds grid
‘Flashcards with ‘ditties’ (memorable phrases with pictures to help learn the sounds)
Jolly phonics
Letters and
Sounds
Read, Write
Inc
Some schemes available…
Reso
urce
s /i
deas
that
we u
se f
rom
eac
h s
chem
e
And Alpha to Omega
1. Set expectation for the session
2. Review - Quickly review previous learning
3. Speedy phonics flash
4. Teach - Share the purpose (new learning objective)
5. Practise blending lots of words using the new sound
‘Everyone eyes this way. I am looking for super star listeners. Great we are all ready.’
‘Yesterday we learnt ‘oa’ words. Let’s see how many ‘oa’ words we can segment then blend.
Use the speed sounds grid or a set of phonics flashcards.
We are going to learn the ‘ch’ sound it has 2 letters that make one sound.
Use the letters and sounds ‘sound button’ flash cards or simply write a list of appropriate words on a portable whiteboard.
Early stages – hearing and discriminating sounds and learning the letter(s) that represent the phonemes
Children do phonics in ability groups
Phase 3Week 1
Focus phonemes: ch, sh, th, ng, ai
Bank of words
ch – chin, chug, check, such, chip, chill, much, rich, chicken.sh – ship, shop, shed, shell, fish, shock, cash, bash, hush, rushth – them, then, that, this, with, moth, thin, thick, path, bathng – ring, rang, hang, song, wing, rung, king, long, sing, ping-pongai – wait, hail, pain, aim, sail, main, tail, rain, bait
Ditties (use these with read write inc picture flash cards)
ch (bouncy sound) – “ch, ch, choo!” The horse sneezes as the caterpillars hairs get up his nosesh (stretchy sound) – “shhhh” says the horse to the hissing snaketh (stretchy sound) – The princess in the tower is rescued by the horse she says“thhhhankyou”ng (stretchy sound) – “nnnng - A thing on a string”ai (stretchy sound) - “snail in the rain”
Review Set of phase 2 flash cards (cvc words)Practise segmenting and blending 6-10 words.
Phonics flash
Using the speed sounds grid / flash cards practise saying each digraph /trigraph with the children.Model the ‘pure’ sound and get chn to repeat and practise as necessary.
Teach Hold up the ch flashcard and say ‘ch’
Show chn the jolly phonics action / say the Read Write Inc ‘ditty’ and look at the matching picture flashcardch has two letters that make one sound Model saying the sound clearly then point to the chn to make the sound. Do this several times at a quick pace.
Practise BlendingI blend, we blend, blend to a partner.The teacher starts by segmenting and then blending a word ch/i/n…chin. The chn do this with the teacher, then the chn turn to their partner and each have a go at doing this. They quickly turn back to the teacher for the next word. SegmentingTeacher says- “The word is chip.”Children say- “ch-i-p” (they use their fingers to mark the sounds, using two fingers for the digraphs) Repeat for other ch words
How do we teach phonics at Brantridge?
Phases of phonics – learning outcomes
Phase 1
• Explore and experiment with sounds and words
• Listen attentively
• Show a growing awareness and appreciation of rhyme, rhythm and alliteration
• Speak clearly and audibly with confidence and control
• Distinguish between different sounds in words
• Develop awareness of the differences between phonemes
Phase 2
• Children know that words are constructed from phonemes and that phonemes are represented by graphemes
• They have knowledge of a small selection of common consonants and vowels taught in sets.
• They blend them together in reading simple CVC words and segment them to support spelling.
Phase 3
• Children link sounds to letters, naming and sounding the letters of the alphabet.
• They recognise letter shapes and say a sound for each.
• They hear and say sounds in the order in which they occur in the word,
• They read simple words by sounding out and blending the phonemes all through the word from left to right.
• They recognise common digraphs and read some high frequency words.
How do we teach phonics at Brantridge?
Phases of phonics – learning outcomes
Phase 4
• Children are able to blend and segment adjacent consonants in words
• They apply this skill when reading unfamiliar texts and in spelling
Phase 5
• Teaching children to recognise and use alternative ways of pronouncing the graphemes and spelling the phonemes already taught
(Mean /Bread)
Phase 6
• Moving into spelling strategies and skills
• Plurals
• Suffixes
• Prefixes
• Past tense ed/ing
How do we teach phonics at Brantridge?
Phases of phonics
Children in phases 1 and 2 will be in the earliest stages of their phonic development. They will be working from phase 1 and 2 of the ‘Letters and sounds’ programme.
Phase 1
Lots of talk / singing / chanting, making sounds, using the mouth / tongue etc, hearing different sounds, spotting the difference between a range of soundsActivities in this phase will run alongside phase 2 and be used to embed the sounds taught.
Phase 2
Rate of sound introduction It is recommended that the letter sounds are introduced at the rate of one letter sound every day. All 44 letter sounds are introduced at this rate so that they have been covered in about 9 weeks. Recapping from prior session to be undertaken daily.
Progression in phase 2 (one sound per day)Set 1: s a t pSet 2: i n m dSet 3: g o c kSet 4: ck e u rSet 5: h b f/,ff l,/ll ss quSet 6/7: j v w x y z/zz
As well as learning the above phonemes children will be blending phonemes to read VC/CV (if, on, is/no, go, so) words and they will be segmenting VC/CV words to spell. They will be blending and segmenting CVC words
How do we teach phonics at Brantridge?
Phases of phonicsPhase 3
•In this phase you will teach another 18 phonemes, most of them comprising two (digraph) or three (trigraph) letters.
•The children will represent each of about 44 phonemes (those taught in phases 2 and 3) by a grapheme.
•Children also continue to practise CVC blending and segmentation and will apply their knowledge of blending and segmenting to reading and spelling simple two-syllable words and captions.
•They will secure letter names during this phase, learn to read tricky words and also learn to spell some of these words.
Progression in phase 3 (one sound per day)
ch, sh, th, ng, ai
ee, ie/igh, oa, oo/oo, ar
or, ur, ow, oi, er
ear, air, ure, ire
How do we teach phonics at Brantridge?
Phases of phonics
Phase 4
Children entering Phase Four will be able to represent each of 44 phonemes by a grapheme, and be able to blend phonemes to read CVC words and segment CVC words for spelling.
They will have some experience in reading simple two-syllable words and captions.
They will know letter names and be able to read and spell some tricky words.
The purpose of this phase is to consolidate children’s knowledge of phonemes/graphemes in reading and spelling words that contain adjacent consonants and polysyllabic words.
Words learnt in this phase may follow the patterns below…CVCC words, CCV and CCVC words, CCVCC, CCCVC and CCCVCC words
Lists of words are available in the letters and sounds documentation.
How do we teach phonics at Brantridge?
Phases of phonics
Phase 5
•Children entering Phase Five are able to read and spell words containing adjacent consonants and some polysyllabic words.
•The purpose of this phase is for children to broaden their knowledge of phonemes and graphemes for use in reading and spelling.
•They will learn new graphemes. Some of the alternatives will already have been encountered in the high-frequency words that have been taught.
•Children become quicker at recognising digraphs and trigraphs and at blending the phonemes they represent.
•When spelling words they will learn to choose the appropriate graphemes to represent phonemes and begin to build word-specific knowledge of the spellings of words.
How do we teach phonics at Brantridge?
Phases of phonicsPhase 6
•By the beginning of Phase Six, children should know most of the common grapheme– phoneme correspondences (GPCs). They should be able to read hundreds of words, doing this in three ways: reading the words automatically if they are very familiar; decoding them quickly and silently because their sounding and blending routine is now well established;decoding them aloud.
•Children’s spelling should be phonemically accurate, although it may still be a little unconventional at times. Spelling usually lags behind reading, as it is harder.
•During this phase, children become fluent readers and increasingly accurate spellers.
•At this stage many children will be reading longer and less familiar texts independently and with increasing fluency. The shift from learning to read to reading to learn takes place and children read for information and for pleasure.
•Children need to learn some of the rarer GPCs and be able to use them accurately in their reading.
•A few children may be less fluent and confident, often because their recognition of phonemes consisting of two or more letters is not automatic enough. Such children may still try to use phonics by sounding out each letter individually and then attempting to blend these sounds (for instance /c/-/h/-/a/-/r/-/g/-/e/ instead of /ch/-/ar/-/ge/).
•The solution is greater familiarity with phonemes of two or more letters.
•Increasing the pace of reading is an important objective.
Useful terms and definitions
Blending Recognising the letter sounds in a word and merging or synthesising them in the order in which they are written to pronounce the word
Consonant cluster
A consonant cluster is a group or sequence of consonants that appear together in a syllable without a vowel between them e.g. splash, splat, stream, strap, string,
CVC A word made up of - consonant, vowel, consonant e.g. cat, mop, logYou may also see: VC - is / CV - no / CVCC - tent
Digraph / Trigraph
Two consecutive letters that represent one soundch, sh, th, ar, ngThree consecutive letters that represent one soundigh, ear, ure
Grapheme A way of writing down a phoneme (recording it in print)Graphemes can be made up of 1 letter ‘p’, 2 letters ‘sh’, 3 letters ‘igh’ or 4 letters ‘augh’
Phoneme The smallest unit of sound of spoken language
Schwa Adding an extra ‘uh’ or ‘er’ to the phonemeE.g. Instead of a short ‘p’ it turns into ‘puh’, or ‘m’ turns into ‘mer’This makes blending sounds very difficult and inaccurate and must be corrected
Segmenting Identifying the individual sounds in a spoken word (e.g. h-i-m) and writing down or manipulating letters for each sound to form the word “him”
Split digraph(magic e)
The vowel sound has been splitWith ‘magic e’ the end vowel (the ‘e’) reaches backwards over the consonant to change the sound of the vowel before it to a long vowel soundcake pipe bone
Onset and rhyme
e.g. cat, rat, pat, mat / dog, log, fog / car, far, jar / night, light, fight, fright (change initial consonant)
Jolly phonics sound mat
For use in writing
Speed sounds matFor use in phonics sessions to
read sounds quickly
Phonics friezeFor classroom display or to be
used as flashcards
Letters and sounds ‘sound button’
flashcardsFor use in phonics sessionsPress the sound buttons as
you say each sound
Lolly sticksFor children to use as
pointers for sounds/words
Read, Write, Inc flashcards
For use in phonics sessionsThese include ‘ditties’
memorable rhymes to help learn the sounds
Year 1 and 2 both have sets of letters and sounds ‘sound button flashcardsExtra sound mats and flash card resources can be found under A.Curriculum_Englush_Phonics
The 44 Phonemes
fffph
lllle
mmmmb
nnnkn
rrrwr
ssssecce
vve
zzzsse
shtici
th ngnk
consonant sounds
bbb
ckckch
ddd
ggg
h jggedge
ppp
qu ttt
wwh
x y chtch
vowel sounds
a eea
i o u aya_eai
eeyeae
ighi_eieiy
owo_eoao
oou_eueew
oo ar oroororeawau
airare
irurer
ouow
oyoi
ire ear ure
a b c ck d e f
ff
g h
i j K l
ll
m n o p
qu r s
ss
t u v w x
Y z
zz
ai ee
or
ie oa ue oi
er ar oo ou th sh ch ng
A B C D E F G H
I J K L M N O P
Qu R S T U V W X
Y Z
sssnake a-a-a-apple t-t-t-tower p-p-p-pirate i-i-i-insect
nnnnet mmmountain d-d-d-dinosaur g-g-g-girl o-o-o-orange
c-c-c-caterpillar
k-k-k-kangaroo
e-e-e-egg u-u-u-umbrella rrrrobot
h-h-h-horse
b-b-b-bat fffflower lllleg qu-qu-qu-queen
j-j-j-jack in a box
vvvvulture w-w-w-worm x-x-x-exercise y-y-y-yak
zzzzip
The horse sneezes when the
caterpillar’s hairs get up his nose
shhh said the horse to the hissing snake
The princess in the tower is rescued by the horse she
says
thhhhankyou
nggg a thing on a string
cup of tea
fly high
goat in a boat
look at a book
What can you see?
nice smile
blow the snow
poo at the zoo
ch-ch-ch-choo!snail in the rain
May I play?
make a cake
shut the door
nurse with a purse
brown cow
spoil the boy
hear with your ear sure it’s pure fire fire! I think I stink
it’s a celebration
phone home
a better letter
whirl and twirl
toy for the boy
yawn at dawn
that’s not fair
care and
share
scrumptious delicious
start the car
chew the
stew
huge brute
he we she me be
fffph
lllle
mmmmb
nnnkn
rrrwr
ssssecce
vve
zzzsse
shtici
th ngnk
Write some examples…
bbb
ckckch
ddd
ggg
h jggedge
ppp
qu ttt
wwh
x y chtch
Write some examples…
a eea
i o u aya_eai
eeyeae
ighi_eieiy
owo_eoao
oou_eueew
oo ar oroororeawau
airare
irurer
ouow
oyoi
ire ear ure
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