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The terminology…
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Phoneme The smallest unit of
sound in a word.
There are 44 phonemes used
in the English language.
Grapheme A letter, or group of
letters, which represent
a phoneme.
Digraph 2 letters which make one sound.
‘Consonant digraph’ contains 2 consonants - sh ck ll ng
‘Vowel digraph’ contains at least 1 vowel - ai ee ar oy
Trigraph
3 letters which make one sound.
igh dge tch
high bridge watch
Adjacent consonants Two or more consonant phonemes which are next to
each other in a word
flap
strap
blank
Blending We blend graphemes in words
in order to read:-
ie:- bed - b-e-d paint - p-ai-n-t
higher - h-igh-er
Segmenting We segment words into graphemes
in order to write:-
ie:- m-a-n - man sh-ee-p - sheep
l-oo-k-i-ng - looking
The Phonic Phases
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Curriculum 2014
Pupils should be taught to ..
EYFS –
Reading - Children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words.
Writing - Children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.
KS1 - Apply phonic knowledge and skills as the route to decode words. (Year 1)
Continue to apply phonic knowledge and skills as the route to decode words until automatic decoding has become embedded and reading is fluent. (Year 2)
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Phase 1 Three Strands:
• Tuning Into Sound
• Listening and
Remembering Sound
• Talking about Sound
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Seven Aspects:
E - environmental sounds I – instrumental sounds B - body percussion R - rhythm and rhyme A - alliteration V - voice sounds O - oral blending and segmenting
Environmental Sounds
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Before they can be expected to hear the individual words and sounds within words children need to be able to discriminate between the sounds they hear around them.
Instrumental Sounds
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Use musical instruments to help develop children’s ability to discriminate
between sounds.
Body Percussion
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Develop children’s awareness of sounds and rhythms
Rhythm and Rhyme
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Alliteration
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• Helping children to
tune in
Voice sounds
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Phases 2-6
Will start once the
children have been in school for just a matter
of weeks!
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Two parts to teaching phonics
Two parts to teaching children to decode (to read) and encode (to spell)
Daily Session (even in KS2 – for those who
need it!)
INTRO REVISIT & REVIEW
TEACH PRACTISE
APPLY ASSESS
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Application
In READING for PLEASURE
In READING to LEARN
In WRITING for a PURPOSE
In WRITING as part of PLAY/ ROLEPLAY
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Phase Two
• Introduces 19 grapheme-phoneme correspondences (GPCs)
• Decoding and encoding taught as reversible
processes • As soon as children have a small number of
grapheme/phoneme correspondences, blending and segmenting can start ( /s/a/t/p/i/n/) • Alongside we teach the ‘Tricky’ words now
known as ‘common exception’ words • Typical duration: Up to 6 weeks
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Phase Two Set 1: s a t p Set 2: i n m d Set 3: g o c k Set 4: ck e u r Set 5: h b f,ff l,ll ss Typical duration – 6 weeks
23 graphemes / 19 phonemes We also ensure correct letter formation is taught
at the same time.
Task: Using only the first 6 phonemes taught s a t p i n – how
many words can you now write?
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a at as an it in is sat tap pat sit tip pit pip sip pan pin tin tan nap snip snap pans pins spin taps pans tins naps pats tips...
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As well as blending real words to read and segmenting real words to write, we learn to read and write ‘alien words’ This helps assess the children’s ability to apply their phonic knowledge. Mrs Munslow will explain more about the Y1 phonics test but this learning to read alien words early really helps prepare the children for the test. Some examples might be...
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When saying the sounds of b, d, g, j and w
and other letters, you might notice the 'uh' sound which
follows each (‘buh’, ‘duh’...). It’s hard to say the sound
without it but do try to emphasise the main letter sound
and avoid saying the ‘uh’ too much. In some letters,
avoid the ‘uh’ completely (say ‘mmm’ rather than ‘muh’
and ‘sss’, not ‘suh).
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Phase Three
• Introduces another 25 graphemes
• Most comprising two letters
• One representation of each of 43/44 phonemes
• Reading and spelling two syllable words and captions
• Typical duration: Up to 12 weeks
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Phase 3 j v w x y z,zz qu ch sh th ng ai ee igh oa oo ar or ur ow oi ear air ure er
Phoneme frames
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• Dots and dashes/sound buttons
• Robot arms
MUST SOUND OUT THEN BLEND
Phase 4
• NO NEW phonemes or graphemes • Consolidates known phonemes and graphemes
• Introduces adjacent consonants • Blend and segment words with adjacent consonants • Continue to read and spell ‘tricky’ words- common exception
words
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Phase 4 typical activities
• Blending and segmenting phonemes in longer words and applying newly learned skills in reading and writing in freely chosen activities
• Paired writing using small white boards selecting magnetic letters to build more complex words – a to an, an to and, and to sand, sand to stand
• Reinforce discrete phonics teaching in this and subsequent phases, practitioners should also plan opportunities in shared and guided reading and writing across the curriculum to apply their increasing phonic knowledge and skills
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Phase 5
What children learn:
• Phonemes can be represented by one or more letters (reading and spelling)
• The same phoneme can be represented in more than one way (spelling)
• The same grapheme can be represented by more than one phoneme (reading)
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Phase 5 also...
• Introduces phoneme /zh/ as in: treasure
• Introduces the split digraph
• Introduce new high frequency words
• Explains most ‘tricky’ words (Common exception words) from other phases
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How is Phase 5 constructed?
Reading
• Teaching further graphemes for reading
• Teaching alternative pronunciations for graphemes
• Teaching and practising high frequency words
• Developing automaticity
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How is Phase 5 constructed?
Spelling
• Teaching alternative spellings for phonemes
• Learning to spell and practising high frequency words
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How many different graphemes make the
long a phoneme?
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• ai – train
• ay – play
• a-e – made
• aigh – straight
• a – acorn
• ea – break
• eigh – eight
• ey - they
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Noughts and crosses ay ea aigh
ai a-e eigh
a ey ai
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Play lots of games, e.g.
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Watch the video
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• During this phase children become fluent readers and
increasingly accurate spellers
• Blending and segmenting across an increasing range of
more complex words
• Secure with less common grapheme/phoneme
correspondences
• Recognise phonic irregularities
• Children’s spelling should be phonetically accurate,
although it still may be a little unconventional at times
• Phase 6 continues throughout the whole of KS2
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Growing accuracy in using vowel digraphs
eg see, sea -ing,-ed,-s,-er,-est to spellings adding
to a root Contractions – eg I’m, don’t
Prime approach to spelling (phase 6+) • Phonics
• Using syllables
• Know about the basic spelling patterns of English
• Have a range of memorising strategies
• Explore the meanings of words
• Understand prefixes and suffixes
• Write for their own enjoyment across the curriculum
• Read for pleasure.
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Learning and Practising Spellings
Strategies Explanations
1. Syllables To learn my word I can listen to how many syllables there are so I can break it into smaller parts to remember (e.g. Sep-tem-ber, ba-by)
2. Base words To learn my word I can find it’s base word (e.g. Smiling – base smile +ing, e.g. women = wo+men)
3. Analogy To learn my word I can use words that I already know to help me (e.g. could: would: should)
4. Mnemonics To learn my word I can make up a sentence to help me remember (e.g. could – OU Lucky Duck; people – people eat orange peel like elephants)
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