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grapheme
phoneme
digraph
trigraph
consonant cluster
tricky word
Phonics: Quickstart Guide
Essential phonics knowledge
• Adults need to:• know what graphemes are • know what phonemes are • How graphemes match with phonemes • Know that graphemes should be sounded, in order,
from left to right and the phonemes then blended all through the word for reading
•Letter progression:•Set 1: s, a, t, p•Set 2: i, n, m, d•Set 3: g, o, c, k
Phase 2
Phase 2
•Set 4: ck, e, u, r•Set 5: h, b, f, ff, l, ll, ss
What is a phoneme?
• Smallest unit of sound in a word• Approximately 44 phonemes in English
What is a grapheme?
Letters which represent phonemes are known as graphemes
3 big things about phonics
A phoneme can be represented
by one or more letters:
p sh ee ear
1
3 big things about phonics
The same phoneme can be
represented / spelled in more
than one way:
ai ay a-e
2
3 big things about phonics
The same spelling can
represent more than one sound:
ear bear
3
What is a digraph?
Digraph: Two letters, which make one sound.
ck ff sh ch
ea ie ir oy
What is a split digraph?• A digraph in which the two letters are not
adjacent – e.g. cake, hope, cube
cake
Enunciation
• Teaching phonics requires a technical skill in enunciation
• Phonemes should be articulated clearly and precisely
Go to YouTube
Search for Articulation of Phonemes
http://www.youtube.com/watch?v=BqhXUW_v-1s
Go to YouTube
Search for Mr Thorne
Enunciation
Vowel Phonemesa e i o uai ee igh oa oooo ar or ur owoi air ear er
Enunciation
Consonant Phonemes
b c d f g
h j l m n
p qu r s t
v w x y z
sh ch th th ng
How many phonemes?
Phoneme Count
witch
cat
up
edge
wing
wanted
Answers to Phoneme Count
witch
cat
up
edge
wing
wanted
Sound Buttons
c a tch
c r u tch
Phoneme Frame
p i tch
s t i tch
Consonant Clusters
black strong
felt blankWhere there are two or more consonantsnext to each other these are called clusters (ng is not a cluster but one phoneme)
dw
ng br sh
ck tch cl st
gl scr
dw
br ng sh
st
cl ck tch
gl scr
Clusters Digraph/Trigraph
Phase 3 - High Frequency Words
Decodable Words Tricky Words
will see he you
that for she they
this now we all
then down me are
them look be my
with too was her
Blending
‘Blending’ means merging the individual phonemes in order to pronounce a word.
In order to read an unfamiliar word, a child must recognise [ 'sound out’] each grapheme, not letter, and then merge the phonemes together to make a word.
Using your blending skills
As you read this word concentrate on the
skills of breaking the word into chunks,
identifying the graphemes and then
merging the individual sounds together
bleepippitousness
Coaching for blending
• Model the correct process• Break the word down into smaller
chunks
e.g. blend two sounds and then add a third or blend three and add a fourth
• Reinforce grapheme correspondences so that children recognise them when they see them in words e.g. ai in train
Segmenting
Segmenting means identifying the individual sounds in a spoken word [e.g. c-r-a-sh] and writing down or manipulating letters for each sound to form the word.
In order to spell the word, a child must segment it into its component phonemes and choose a grapheme to represent each phoneme.
Using your segmenting skills
When you write the following word,
concentrate on identifying the individual
phonemes in the word and then allotting a
grapheme to each phoneme to write the
whole word.
Coaching for segmenting
• Model the correct process• Give auditory prompts • Say the word slowly focusing on writing one
grapheme at a time• Child must check own word and modify it• Reinforce grapheme correspondences so
that children can reproduce them quickly when they are writing
tricky word – digraph – trigraph – consonant cluster
Tricky word
digraph
Essential phonics knowledge
• Do you?:• know what graphemes are • know what phonemes are • How graphemes match with phonemes • Know that graphemes should be sounded, in order,
from left to right and the phonemes then blended all through the word for reading
Idea Phase 2 Phase 2 Phase4 Phase 5 Phase 6RR PT A RR PT A RR PT A RR PT A RR PT A
Swapshop
Flash cards
igh dge tch
oo ar
Sound Buttons
c a tch
c r u tch
Phoneme Frame
p i tch
s t i tch
Quickwrite
And then…
Phonics Family Fortunes
Phase 3/4
night
sight
light
igh
Connect 4
Connect 3 – Phase 4
green stamp spin trip
trap grip star spoil
spoon tree crisp trust
trip crunch grab stop
CCVCCCVCC
http://www.classtools.net/education-games-php/fruit_machine
Connect 3 – Spelling
accommodate accompany according
apparent appreciate attached
aggressive committee communicate
community embarrass exaggerate
Word list Y5/6
Menu– Flash cards– Phoneme frame– Quickwrite– Sound buttons– Envelope– Family Fortunes– Connect 4
Phoneme pophttp://www.ictgames.com/phonemeFlop_v4.html
Forest phonics
Quick phonics based spelling test
• The assessment is carried out as a traditional spelling test
• When the test is complete highlight the errors on each sheet
• Group the test papers together so that children with similar needs can be identified
Individual test sheet with errors highlighted
Class record sheet:Green = correctPink = incorrect
Read the grid vertically to show individual errors.Read horizontally to identify common errors to aid planning
Children’s names go here
• The test identifies children’s errors in spelling
• If children show a lot of errors, it might be worth identifying whether they are able to read the words
When phonics becomes spelling
Phase 6
• Children are taught:– Word specific spellings eg. see/sea, bed/head/said– To become increasingly fluent in the sounding and blending
of words when reading– To read and spell words with prefixes and suffixes, doubling
and dropping letters when necessary– To become increasingly accurate when spelling words
containing unusual GPCs e.g. laugh, once, answer
The 4-part lesson – 20 minutes
Revise - briefly practice what was taught yesterday
Teach - new GPC or blending or segmenting skills
Practise – what you just taught !
Apply - link the skill taught to reading or writing
Make sure all children are engaged
Suggested sequence for teaching spelling
Revise, explain, use
Teach, model, define
Practise, explore, investigate
Apply, assess, reflect
Flash Spelling
• A daily activity to support focused spelling– Write up a word on the board– Discuss
• Meaning• Easy bits• Tricky bits
– Suggest ‘fixing’ strategies
Flash Spelling
– Look at the word for 10 seconds and say it– Close your eyes and picture the word– Write the word with your finger on the table– Write on a whiteboard– SHOW ME!
• Remember to discuss strategies that will help children to remember spellings
accommodate
cemetery
embarrassed
Clear the board
• A game for two players– High frequency words– Personal spellings
• You will need:– Game board– A dice– A list of six spellings per player
Clear the board
1 2 3 4 5 6
Player 1……………….
Player 2……………….
Clear the board1. Write six spellings for each player on the game
board
2. The first player throws the dice, reads the number and looks at the word opposite the number
3. Using LCWSC the player tries to spell the word which the other player covers – if correct the word is crossed out – if not, it stays on the board
4. Player 2 takes their turn
5. If a blank space is hit because the word has already been removed, the player misses a turn
The first to remove all of their words wins
accommodate gauging symmetry cobbler harassed ankle
1 2 3 4 5 6
ecstasy. cemetery pedlar embarrassed unparalleled lady's
Player 1……………….
Player 2……………….
badge bridge huge change gem jacket
1 2 3 4 5 6
edge dodge age charge giant adjust
Player 1……………….
Player 2……………….
Now you see me…
1. Two children sit opposite each other with a pile of spelling cards between them – each has a whiteboard or pen and paper.
2. Player 1 picks up a card and reads the word aloud without showing it to the other player and then places it face down on the table.
3. Both players write the word.
4. They turn over the card and check their spellings.
5. If player 1 (who saw the word is correct s/he scores 1 point. If player 2 (who didn’t see it) is correct they score 2 points.
6. The game continues …
Now you see me …
Score Board
Player 1 Player 2
Word Points Word Points
Look, say, cover, write, check
Look Say Cover Write Check
bridge bridge bridge bridge
b r i d g e
b r i dge
