Phonic Overview

Phase Learning Outcome

1 Hearing and playing with sound – 7 aspects

PLEASE REFER TO PHASE 1 LETTERS AND SOUNDS (reading considerations for each aspect, and refer to TH training notes and DVD)

2

(up to 6 Weeks)

ONLY at this phase are GPC’s introduced s, a, t, p, I, n, m d, g, o, c, k, ck, e, u, r, h, b, f ff, ll, ss

Children are secure at Phase 2 when they can:

Give the sound when shown and Phase 2 grapheme, securing first the start letters s, a, t, p, l, n

Find from a display and Phase 2 grapheme when given the sound

Orally blend and segment CVC words

Blend and segment in order to read and spell (using magnetic letters) VC words such as as, if, am, on, up and ‘silly names’ such as ip, ug, and ock.

Children can be moved to Phase 3 as long as they are able to blend and segment CVC orally. Evidence

Daily discrete phonic lessons – ‘review’ and ‘apply’

Reading independently Children who cannot orally segment CVC words are not yet secure at Phase 2.

3 (up to 12 Weeks)

Alphabet letter names need to be known by this stage (NOT taught in phonics) j, v, w, y, z, zz, qu, ch, sh, th, ng, ay, ee, igh, ow (snow), oo (moon), ar, or, ur, ow (cow), oi, ear, air, er, oo (book)

Children are secure at Phase 3 when they can:

Give the sound when shown all or most Phase 2 and Phase 3 graphemes

Find from a display all or most Phase 2 and 3 graphemes when given the sound

Blend and read CVC words consisting of Phase 2 and 3 graphemes

Segment and make a phonemically plausible attempt to spell CVC words using Phase 2 and 3 graphemes.

Children can move to Phase 4 when they are able to make phonemically plausible attempts to most words they wish to use, using the GPC they have been taught. They will be able to read two-syllable words and simple captions and the skills of blending and segmenting should be well-established. Evidence:

Daily discrete phonic lessons – ‘review’ and ‘apply’

Reading independently

Guided writing sessions Children who are unable to make a phonemically plausible attempt at writing using taught graphemes are not yet secure at Phase 3

cont…

... cont

Phase Learning Outcome

4 (up to 6 Weeks)

ccvc, cvcc, ccvcc, ccc, cc

Children secure at Phase 4 when they can:

Give the sound when shown any Phase 2 and 3 graphemes

Find from a display and Phase 2 and 3 grapheme when given the sound

Blend and read words containing adjacent consonants

Segment and spell words containing adjacent consonants Evidence

Daily discrete phonic lessons – ‘review’ and ‘apply’

Reading independently

Guided writing sessions Children who are unable to segment to spell words containing adjacent consonants at the beginning and end of words are not yet secure at Phase 4

5

(throughout Year 1)

ai, ph, oa, oe, ie, i_e, o_e, a_e, ea, e_e, ir, ue, ew, u_e, aw, au, oy, ou, wh, ure

Children are secure at Phase 5 when they can:

Give the sound when shown any grapheme that has been taught

Write the common graphemes for any given sound

Use phonic skill and knowledge as the prime approach to reading and spelling unfamiliar words including those that are not completely decidable

Read and spell phonically decidable two-syllable and three-syllable words

Some spelling may be inaccurate at this stage, but children’s knowledge of graphemes, along with their ability to segment, should allow them to make a good attempt at writing most of the words they wish to use.

6

(throughout Year 2)

Refer to ‘Support for Spelling’ (second edition) Ref: 01109-2009PDF-EN-01

Reference

Letters and Sounds: Principles and Practice of High Quality Phonics

Phonics,: Assessment and Tracking Guidance Tower Hamlets Phonics Programme

DRAFT VERSION 1

Stage/Phase 2

STAGE 2 Stage 2 marks the introduction of grapheme phoneme correspondence (GPCS) and the beginning of systematic high quality phonic work taught in short discrete daily sessions with ample opportunities for children to use and apply their phonic working and skills throughout the day, both in adult led and in independent and child initiated activities such as mark marking, writing in role play areas …. Typical expected duration up to 6 weeks. STAGE 1 IS CONTINUTING Children will continue with oral blending and segmenting adding to their repertoire of strategies for doing this. They will move from oral blending and segmenting to blending and segmenting with letters. Initially this may mean by use of magnetic letters, pointing or choosing letters from a display or using interactive whiteboard activities. The main aim of stage 2 is for pupils to learn grapheme phoneme correspondences (GPC) – that is to say how the most common initial (the exception being x) phoneme for each letter of the alphabet is written as a grapheme. Once pupils have a few GPCS they will blend and segment in order through the word. Children will learn to read some VC and CVC words and to spell them, increasingly writing the words for themselves in a variety of contexts. ‘Blending and segmenting are the inverse of one another and need regular practice during phase 2 but blending and segmentation with letters should replace oral segmentation and blending as soon as possible’ (p66) The letters are introduced at the rate of approximately 4 a week, giving an opportunity for one session to be focused on revision and application based on assessment of pupil need. The order of teaching grapheme/phoneme correspondences in the Tower Hamlets Phonic Programme:

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

Phase 2 Phonics

Review and Recap

Hear Read

Write Apply

When do you stop using the Phase 2 lesson plan?

Phase 2 Phonics Lesson Plan (and phase up to ‘ng’)

Review and Recap - Children read through already learnt graphemes - Teacher ensures they are saying the sounds correctly. - Do lots of oral blending and segmenting for first two weeks as well depending on

children’s ability/skills with this. Hear

- “I say, you say” naming picture cards - “I say, you say” emphasizing initial sound with picture cards. - “At the beginning of ……. I heard a ……sound” - “I say, you say”, bouncing initial sound with picture cards - Ask individual children, “What sound do you hear at the beginning of this picture?”

Read

- Tell story, draw picture (looking towards the sun etc.) and write the grapheme that makes the sound on the board.

- Introduce to grapheme card, read grapheme (chorally) - Read grapheme card with picture cards (“I say, you say”, and bouncing initial letter) - Ask individual children to read the sound.

Write - Trace the grapheme card, talking through how to write the letter - Teacher and children to make the letters in the air, on the carpet etc, once made

ensure they say the sound - Children to write the letter(s) on boards, making sound - Once written grapheme children to make sound. Children to keep writing until T says

so - T to walk around supporting correct letter formation and pen grip.

Apply – EITHER READ OR WRITE

- Read words made by putting grapheme cards together initially

- Read words moving card across – “Look at the letters, make the sounds, blend the sounds together”

- Read captions to match the pictures.

- “Say the word, robot the word, write the word”

- Make the word with magnetic tiles - Writer 2/3 words initially - Teacher walks around to ensure

correct letter formation (ascenders and descenders and no capital letters), spelling and pen grip.

DRAFT VERSION 1

Stage/Phase 3

Stage Phase 3 The purpose of this phase is to teach another 25 graphemes, most of them comprising two letters eg ee, so the children can represent most of the 44 phonemes by a grapheme. Children will continue to practice CVC blending and segmentation in this phase and will apply their knowledge or blending and segmenting to reading and spelling simple two-syllable words and captions. Initially this is modelled by the teacher who very much leads the children on where to make the syllable break in a word. If they have not already done so, children should learn letter names in this phase and should continue to learn high frequency words.

Set 6

j

v

w

x

(Week one)

Set 7

y

z/zz

qu

(Week Two)

Set 8

ch

sh

th

ng

(Week Three)

Set 9

ay

ee

igh

ow

(Week Four)

Set 10

oo (Not as in book)

Moon)

ar

or

ur

(Week Five)

Set 11

ow

(cow)

oi

ear

air

(Week Six)

Set 12

er

(once taught 2 syllable words see P94)

oo

(as in book)

(Week 7)

In the first two weeks the lesson plan will be very similar to the phase 2 lesson plan, introducing the new GPC with its mnemonic. It will be necessary to discuss those double letter digraphs which occur at the ends of words (refer back to ck…) Oral blending and segmenting will continue to play a part in the HEAR it part of the lesson but children will predominantly be using letters during READ, WRITE and APPLY. In succeeding 3 or 4 weeks continue to practice previously learned GPCs, blend to read, segment to spell, practice spelling 2 syllable words. Reinforce letter names. PLEASE NOTE – As we are recommending use of the RML mnemonics, we have listed ow as the first grapheme for the long o sound (blow the snow), and ay as the first spelling for the long a sound (rather than oa and ai, as used in ‘Letters and Sounds’).

Phase 3 Phonics

Review and Recap Hear

Rhyme Identify Blend (you robot) Segment (they robot)

Read

Write Apply

Phase 3 Phonics Lesson Plan

Review and Recap - Children read through already learnt graphemes (Phase 2 and 3 depending on ability

and which phase 2’s need to be revised) - Teacher ensures they are saying the sounds correctly.

Hear Rhyme - “Give me a word

that rhymes with……?”

- Clap rhyming string 2/3/4 words – chn repeat

Identify - “What is the

1st/2nd/3rd sound in …….?

- Use phoneme fingers (2/3 words)

Blend “I robot, You blend” - You give them the

sounds and ask the children to give you the word (blend)

Segment “I give you a word, you segment (robot arms)” - You give them the

word and they give you the sounds segment).

Read - Show children new grapheme card and make the sound. - Read words moving card across graphemes - “Look at the letters, make the sounds and blend the sounds together” - Ask children to read words without card.

Write

- “Say the word, robot the word, writ the word” - Write 3/5 words depending on ability level. - Teacher walks around to ensure correct letter formation (ascenders and descenders

and no capital letters), spelling and pen grip. Apply EITHER READ OR WRITE

- Read sentences to match to picture (moving card across words to be blended and just reading high frequency words)

- Write sentence - Ask for capital letters, full stops and

finger spaces.

Phase 4: CCVC (and CCV) Word List

br

bray brow brash brick bring brag brat

brown brush

sw

sway swat

sweep swing swim

cl

clay clear clog clap clip

clown cling

fl

flag flog flat

flash fling

sp

spin speech

spot spoon speck spear spoil sport spark

tr

trap trip tree tray

trash track

sm

smack smell smart smear

gr

grip gran grab greet green growl

dr

drop drip drag

droop

cr

creep crash

sc

scar scab

scoop

pr

pram pray press preen

fr

from frog free frock fresh frown fright

tw

twin twig

st

stop step star start steep

OTHER: plan, glad, sniff, plum, drop, bleed.

Phase 4: CCVC Word List

nk

sink link

bunk bank thank chunk think

nch

bench bunch lunch punch

ct

fact pact tact duct

mp

camp hump lamp damp limp jump

champ chimp thump

ft

left loft soft sift lift

theft tuft girt shift

lk

milk silk sulk

lt

melt belt felt tilt silt kilt

xt

next text

sk

tusk musk rusk

lf

golf elf

shelf

nt

dent tent sent rent went joint hunt burnt

st

chest gust cost nest just lost best bust

nd

pond land sand wind band fond hand

OTHER

help gulp kept tenth sixth

Phase 4: CCVCC, CCCVC, and CCCVCC Word List

CCVCC

skunk trench drench crunch swift

clench tramp prank French twist thrift stand thrust spend drink drank

drench frost

stamp slept blink trunk

CCCVC

spring scrub scrap street

CCCVCC

shrink scrunch

Two – syllables: Inspect, cluster, flower, champion, shampoo, chimpanzee, scuba, scooter, scaffold, prison, proper, printer, tweezers, twilight, milking, melting, extra, extent, extract, extinct, treetop, selfish, starlight, twisting, handstand, windmill, sandwich, driftwood

Phase 4 Phonics

Review and Recap Hear

Rhyme Identify Blend (you robot) Segment (they robot)

Read

Write

Apply

Phase 4 Phonics Lesson Plan

Review and Recap - Children read through already learnt graphemes (Phase 2 and 3 depending on which

need to be revised). - Teacher ensures they are saying the sounds correctly. - DO NOT read through adjacent consonants.

Hear

Repeat - Get children to

repeat names of picture cards

- “What do you notice about these 3 words?”

Identify - “What is the

1st/2nd/3rd etc sound in …….?

- Use phoneme fingers 2/3 words

Blend “I robot, You blend” - You give them the

sounds and ask the children to give you the word (blend).

Segment “I give you a word, you segment” - You give them the

word and they give you the sounds, children still robotting. (segment).

Read - Show children adjacent consonants card, telling the children “Two letters and two

sounds”. - Read words moving card across graphemes. - “Look at the letters, make the sounds and blend the sounds together” - Ask children to read words without card.

Write - “Say the word, robot the word, writ the word” - Write between 3/5 words depending on ability level. - Teacher Walks around to ensure correct letter formation (ascenders and descenders

and no capital letters), spelling and pen grip. Apply EITHER READ OR WRITE

- Read sentences to match to picture - Read sentence for meaning - Sentence substitution

- Write sentence - Give them a sentence starter and then

different ability groups use different connectives.

- Ask for capital letters, full stops and fingers spaces.

DRAFT VERSION 1

Stage 5

New graphemes for reading. Tower Hamlets suggest order Week 1

(Revise ay)

ai* (snail in the rain)

*(Words p102 in phase 3)

ay/ai

Consolidate

Ph* (phonics phone

words p151)

(Revise ow)

*oa (goat in at boat)

oa words p102 also

oe

Week 2 (Revise igh)

ie

(Split digraph)

i_e*

(nice bright smile)

(revise ow/oa)

o_e

(phone home)

(Revise ay/ai)

a_e

(make a cake)

Consolidation

lesson

Week 3

(Revise ee)

ea (cup of tea)

e_e

Consolidation

lesson

(Revise ure/er)

ir

(what and twirl)

(Revise oo)

ue (nice bright

smile)

Week 4

ew

(chew the stew)

u – e

(huge brute)

Consolidation

lesson

aw

(yawn at dawn)

au

Week 5

(Revise oi)

oy (toy for a boy)

(Revise brown cow)

ou (shout it out)

Consolidation

lesson

wh

(not ‘who’) When, where,

why

ure

(sure it’s pure?)

DRAFT VERSION 1 Weeks 7 – 10 Alternative pronunciations’ (see p136) 4 a week

New phoneme

Zh

(p157 words)

i

(fin/find)

ow

(cow/blow)

oa

(who)

ea

(eat/bread)

u

(but/put)

ie

(tie/field)

Y

(yes/by/very)

c

g

a

(after w see Y3LS) and qu

ou

(some omission eg hot/cold)

NB

Zh – rare in English – only occurs in words of French and Latin origin

C and G are ‘soft’ when followed by e and l (city/cent – gent/giant) (and hence adding gu in guess/guilt)

Phoneme e is usually spelt e _

ea is more common as long phoneme (except when ends with d – see next bullet)

ea stands for e phoneme particularly commonly before d (dead, bread, read ….) – is also a group of words ending in th and f (deaf) and past tenses like leapt, meant, death/breath, health

fi/find I – short I most common (97%)

In common shorter words grapheme ou occurs 52% of time ow 43% of the time Long o On whole o_e is more common spelling but oa is frequent before a t (and_more rarely – before ‘f’) In common shorter words ‘o_e’ occurs in 32% of words, ‘o’ in 26%, while oa and ow each occur in more than 10%. In single syllable words, grapheme o is used mostly at end of very common words like ‘go’ and ‘no’ and before l – eg ‘roll’. Before b, g, z, grapheme o_e is used rather than oa (‘nose’) Before f and x ‘oa’ is used, (‘loaf’) otherwise not pattern.

Phase 5 Phonics Lesson Plan

Review and Recap - Children read through already learnt graphemes (Phase 2/3/5 - depending on which

they have problems with!!!) - Teacher ensures they are saying the sounds correctly. - Revise original sound taught for alternative grapheme (i.e. f for ph/igh for i_e_. Run

through: - Repeat 2/3 words “What sound?” - Identify Phoneme finger 2/3 words – “what is 1st/2nd/3rd sound in ……..” - Blend (l robot, you blend) - Segment (I give you a word, you robot) - Read grapheme card - Read words moving card across

Hear Repeat - Get children 3

words with new grapheme and they repeat.

- “What do you notice about these three words?”

Identify - “What is the

1st/2nd/3rd etc. sound in …….?

- Phoneme fingers 2/3 words

Blend “I robot, You blend” - You give them the

sounds and ask the children to give you the word (blend)

Segment “I give you a word, you segment” - You give them the

word and they give you the sounds, children still robotting. (segment).

Read - Read new and old graphemes that make the same sound. - Read words moving card across graphemes. - “Look at the letters, make the sounds and blend the sounds together” - Ask children to read words without card.

Write - “Say the word, finger the word, writ the word” - Write 3/5 words depending on ability level. - Teacher walks around to ensure correct letter formation (ascenders and descenders

and no capital letters), spelling and pen grip.

Apply EITHER READ OR WRITE

- Read sentences to match the picture - Read sentence for meaning - Sentence substitution

- Write sentence - Give them a sentence starter and then

different ability groups use different connectives.

- Ask for capital letters, full stops and fingers spaces.