B1_DH Alph Code Overview With Teaching Points Colour

7/28/2019 B1_DH Alph Code Overview With Teaching Points Colour

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/p/ ppan

-pppuppet

*Double consonant letters pp alert the reader to sound outthe preceding vowel with its shortsound.

/n/ nnet

-nnbonnet

knknot

gngnome

-ineengine

*Double consonant letters nn alert the reader to sound outthe preceding vowel with its shortsound.*Some people would refer to silent k or silent g; othersprefer to say that kn and gn are code for the /n/ sound.

/k/ kkit

ccat

-ckduck

chchameleon

qubouquet

queplaque

*Letter c represents a /k/ sound when preceding the lettersa, o and u.*Shortwords with shortvowels usually end with ck and this

grapheme never begins words.

/e/ eegg

-eahead

-aisaid

*When reading short unknown words with single letter e,teach, Try the shortvowel /e/ sound first, if that does notsound right then try the longvowel /ee/ sound.

/h/ h

hat

wh

who

*When letter names are taught, point out that the name forthe letter h is pronounced aitch not haitch.

/r/ rrat

-rrarrow

wrwrite

rhrhino

*Some people would refer to silent w or silent h; othersprefer to say that wr and rh are code for the /r/ sound(phoneme).

/m/ m

map

-mm

hammer

-mb

thumb

-mncolumn

-mewelcome

*Double consonant letters mm alert the reader to sound outthe preceding vowel with its shortsound.*Some people would refer to silent b or silent n; others

prefer to say that mb and mn are code for /m/.

/d/ ddig

-ddpuddle

-edrained

*Double consonant letters dd alert the reader to sound outthe preceding vowel with its shortsound.

*Past tense of verbs leads to ed graphemes for /t/, /d/, /u+d/.

/g/ ggirl

-ggjuggle

guguitar

ghghost

-guecatalogue

*Double consonant letters gg alert the reader to sound outthe preceding vowel with its shortsound.

*Letter u in gu acts as a block between the letters g ande, i or y indicating the g is code for /g/ and not /j/.

Copyright Debbie Hepplewhite 2008


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/o/ ooctopus

wawatch

qua

qualify

altsalt

*For o, teach, Try the shortvowel /o/ sound first, if thatdoes not sound right then try the longvowel /oa/ sound.

*Alert the reader that the graphemes w or qu preceding asingle letter a can indicate that a is code for the /o/ sound.

/u/ uumbrella

oson

-outouch

ough

thorough

*For u, teach, Try the shortvowel /u/ sound first, if thatdoes not sound right then try the longvowel /yoo/ sound.*The letter u is sometimes code for a long /oo/ sound: e.g.

flu, judo, truth, Ruth, Pluto.

/l/ l

ladder

-ll

shell

*To make the /l/ sound, roll up the tongue and say ul.*Short words with shortvowels usually end with ll as in bell.*Double consonant letters ll alert the reader to sound out thepreceding vowel with its shortsound except -all (/or+l/).

schwa/ul/ -le

kettle

-ilpencil

-alhospital

-elcamel

*Teach the schwa effect involving /l/ through words such as:little, table, pupil, cymbal, label (pronounced close to ul).Teach that literal sounding out when reading, however,helps with spelling: e.g. h-o-s-p-i-t-a-l.

/f/ f

feather -ff

cliff ph

photo -gh

laugh

*Double consonant letters ff alert the reader to sound out thepreceding vowel with its shortsound.

*Short words with shortvowel sounds usually end with ff asin offand cliff.

/b/ bbat

-bbrabbit

bubuilding

*Double consonant letters bb alert the reader to sound outthe preceding vowel with its shortsound.

/j/ jjug -gecabbage ge gigygerbil giraffegymnast

-dge

fridge

*Letters e, i or y alert the reader that the preceding letter g

mightrepresent the /j/ sound. (This is often referred to assoft g.)

*Words endingwith the /j/ sound are spelt with ge or dge(dge follows single letter, short vowel sounds like fridge).

/y/ y

yawn

*Teach early on that letter y represents 4 sounds as in yes,my mummy and cymbal.It is often interchangeable with the the letter i and the

sounds /i/, between /i and ee/, and /igh/.



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/ai/ aiaid

-aytray

atable

-aesundae

a-ecakes

-eyprey

eigheight

-eabreak

*The a-i as in baking alerts the reader to pronounce /ai/.*Grapheme ea as code for the /ai/ sound is rare. Note thethree common root words: break, steak, great.

/w/ wweb

whwheel

*Letter w preceding vowel graphemes should alert the readerto different possible pronunciations; (w)a - wasp, wag;(w)ar - warm, wary; (w)or - work. Note: what

/oa/ oaoak

owbow

oyo-yo

-oeoboe

o-erope

ough

dough

eauplateau

*The o-i as in poking alerts the reader to pronounce /oa/.

/igh/ -ighnight

-ietie

ibehind

-yshy

i-ebike

eieider

*The i-i as in liking alerts the reader to pronounce /igh/.

/ee/ eeeel

eaeat

eemu

* -ysunny

e-econcrete

-eykey*monkey

-iechief*movie

-inesardines

*The e-i as in competing alerts the reader to pronounce/ee/.

*The y in sunny is between the sound /i/ and /ee/. Similarly,so is ey in monkey and ie in movie. [Also in /i/ row.]

/or/or

/aw/dependent onregional andnational accents

orfork

awdawn

ausauce

-alchalk

oaroars

-oordoor

oresnore

-ourfour

*Letter w preceding grapheme ar alerts the reader to saythe sound /or/: (w)ar - war, warn, wart, warder.*Sound /w/ as in qu [/k/+/w/] also alerts reader to pronouncear as /or/: (qu)ar - quart, quarter, quartz, quartile.

war

warm

quar

quarter

augh

caught

ough

thought

*Double consonant letters zz alert the reader to sound outthe preceding vowel with its shortsound.

*Short words with shortvowel sounds end with zz - jazz.

/z/ zzebra

-zzjazz

-sfries

-secheese

-zebreeze

xxylophone

*The grapheme ng can be pronounced differently accordingto regional accent and dependent upon the particular word.

*In some words, the n and g are pronounced separately

/ng/ -n

gong

-n

jungle

/ngk/

-nk

ink

-nc

uncle

*Teach nk as if it was one sound unitfor reading andspelling purposes even though it is really two; that is:

/ng/+/k/. This combined sound may be denoted as /nk/.



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/v/ vviolin

-vedove

*Teach that words ending with the /v/ sound end with thegrapheme ve.

short /oo/ oobook

-oulshould

-upush

*Teach the two sounds represented by the grapheme oo atthe same time; short /oo/, long /oo/.*Progress to linking the /oo/ as in moon with the spellingand pronunciation variations of ew, ue and u-e - all of

which can represent both the long /oo/ sound and the /yoo/sound.

long/oo/ oomoon

-ueblue

u-eflute

-ewcrew

-uifruit

-ousoup

-omove

ough

through

/k+s/ -xfox

-ksbooks

-cksducks

-kes

cakes

/gz/ -xexam

-ggseggs

*Teach the letter x as if it was one sound unit/ks/ whereasit is really two sounds /k/+/s/.Provide word lists of -x words, -ks, cks and -kes wordsto compare: e.g. fox, boxes, looks, beaks, ducks, likes.

/ch/ chchairs

-tchpatch

/chu/ schwa -ture

picture

*Grapheme tch indicates a preceding shortvowel sound; e.g.ditch, fetch, thatch, notch, hutch, watch.*Grapheme ch follows longvowel sounds (bleach, pooch,

reaches); but also some common words with shortvowelswhich need to be noted: rich, which, such, much, touch.*Grapheme ch follows consonants; e.g. mulch, wrench, pinch.

/sh/ shsheep

chchef

-tistation

-cimagician

-ssimission

*Draw attention to ti, ci, ssi graphemes in long words.*Provide words in groups with the same chunk endings: -tion,-cian, -cial, -ssion, -cious.

**Progress to the phoneme /zh/ as in television.

unvoiced

/th/ ththistle

*Teach unvoiced /th/ and voiced /th/ together.*Compare the sounds /f/ and /v/ and study mouth movementsof these sounds carefully. Pronouncing /th/, /f/ and /v/

frequently causes confusion because of their similarities andthe influence of regional accents.voiced

/th/ th

there



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/k+w/ ququeen

*In English, the letter q is always followed by the letter uand together they are code for two sounds /k/+/w/. Treat asone sound unit/kw/ for both reading and spelling purposeswhen teaching in the early stages. [qu can be code for /k/]

/ou/ ououch

owowl

ough

plough

*The graphemeou as code for the sound /ou/ is never foundat the end of a word.

*ough is a rare grapheme as an /ou/ sound: bough, plough.

/oi/ oiointment

oytoy

*The graphemeoi is never at the end of a word except in coicarp.

/y+oo/ -uestatue

uunicorn

u-etube

ewnew

eudeuce

*Point out that the graphemes ue, ew and u-e are alsospellings for the long /oo/ sound.*The u-i as in amusing alerts the reader to pronounce /yoo/.

/er/ ermermaid

irbirthday

urnurse

earearth

worworld

schwa /er/or /u/mixer

-ourhumour

-ertheatre

*Letter w preceding or alerts the reader to say wer as in:worm, work, worth. *er, our, re may sound like /er/ orschwa /u/ dependent on accent: sister, colour, centre.

/ar/ arartist

alm alf alvpalm half calves

-afather

*Mention early on that some people pronounce some wordswith the a grapheme as the /ar/ sound rather than the /a/sound: path p-ar-th, glass g-l-ar-s.

/air/ airhair

-arehare

-earbear

-erewhere

*Teach /air/ along with phoneme /eer/ (below) as there are somany similar or identical graphemes representing /air/ and

/eer/ phonemes. Teach the word their as their things.

/eer/ eerdeer

earears

-ereadhere

-iercashier

See /air/ above.

/zh/television

-sivision

-streasure

-zazure

gcourgette

-gecollage

note:

*-y, *-ey, *-ie are pronounced between /i/ and/ee/ when these graphemes are word-endingsso they appear in both /i/ and /ee/ rows.

**Progress to this sound from lessons in the /sh/ sound and itsspelling variations. There are no words with the grapheme zhand the letters zh are used to denote thephonemeonly.



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B1_DH Alph Code Overview With Teaching Points Colour