Transcript Document

Phonics for Adults
Tom Craven
Literacy Coordinator & Teacher Mentor
BGE, February 2015.
[email protected]
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Key Concepts
• Sounds are represented by letters.
• A sound can be represented by one or more letters
• The same sound can be represented/spelt in more
than one way: ai / ay / eigh / ey
• The same spelling can represent more than one
sound: ow (cow, low) / ea (head, bead)
Technical vocabulary
 A phoneme is the smallest unit of sound in a word.
A phoneme may be represented by 1, 2, 3 or 4
letters. Eg. t ai igh eigh
 A syllable is a word or part of a word that contains
one vowel sound. E.g. hap/pen bas/ket let/ter
 A grapheme is the letter(s) representing a phoneme.
Written representation of a sound. May be more than
1 letter. e.g. The sound ‘s’ can be represented by the
letters s (sun), se (mouse), c (city), sc or ce
(science)
Some definitions:
A phoneme is the smallest
unit of sound in a word.
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Some definitions:
Sounds can be made of more than one letter:
t
oi
ai
igh
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Some definitions:
Digraph:
Two letters, which make one sound.
oa
ee oo ay
sh
ck
th
ll
oi ph
ng
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ll ss ff
zz
fill
whizz
miss
huff
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The same sound can be spelled in different ways:
• burn
• first
• term
• heard
• work
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Enunciation
• Using phonics requires a technical
skill in enunciation
• Sounds should be articulated
clearly and precisely
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Articulation
Long oo
spoon
moon
balloon
smoothie
Short oo
cook
book
look
hook
Soft
Sound
think
thin
thick
thumb
Spoken Sound
the
that
there
this
This is one reason
why the English
language is tricky!
Children won’t grasp
this overnight, they
need to be immersed
in an awareness of
language throughout
the day.
Blending (reading):
Recognising the letter-sounds in a
written word, for example cup.
c-u-p
and merging them in the order in
which they are written to
pronounce the word ‘cup’.
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Blending
Building words from sounds, to read.
c a t
cat
Blending
Qu ee n
queen
Blending - practice
stick
brick
lick
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Oral blending :
Hearing a series of spoken sounds and
merging them together to make a
spoken word. No text is used.
For example, When a teacher calls out
‘b-u-s’, the children say ‘bus’.
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Segmenting
• Breaking down words into sounds for spelling.
“cat”
c a t
Segmenting
“Queen”
qu ee n
Segmenting (spelling):
The child hears the word ‘him’, then
breaks the word into separate sounds
h – i – m and writes ‘him’
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CVC words: activity
3 sounds in a word:
consonant / vowel / consonant
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pig
chick
ship
car
X
cow
X
boy
X
fill
whip
song
for
day
whizz
X
X
miss
huff
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How many sounds in these words?
•black
• s t r o ng
•felt
•blank
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A segmenting activity – draw a grid like
this. Listen to the word I say. Identify the
separate sounds – use your fingers!
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A segmenting activity
s
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A segmenting activity
s
l
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A segmenting activity
s
l
i
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A segmenting activity
s
l
i
p
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Segmenting – write down the separate
sounds in these words:
shelf
dress
think
string
sprint
flick
sh e
l
f
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Segmenting - practice
WORD
PHONEMES
shelf
sh
e
l
f
dress
d
r
e
ss
think
th
i
n
k
string
s
t
r
i
ng
sprint
s
p
r
i
n
flick
f
l
i
ck
t
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The same phoneme can be
represented in more than one way
a
e
i
o
u
oo
ow
oi
ar
or
air
eer
a-e
e-e
i-e
o-e
u-e
u
oy
a
aw
are
ear
ai
ea
ie
oa
ue
oul
ou
ay
ee
igh
oe
oo
ore
ear
a
ey
y
y
ow
ew
eigh
ough
ough
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The same letters may represent
more than one sound:
• meat
• he
• bear
• cow
bread
bed
hear
low
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She was really
mean.
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Presentation Title
High frequency words
• The majority of high frequency words
are phonically regular
• Some exceptions – for example the and
was – should be directly taught.
• (some, you, my etc…)
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1. The best guess for representing
/ae/ sound at the beginning and
in the middle of a word are a-e
and ai.
2. The best guess for representing
/ae/ at the end of a word is ay.
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Resources for parents:
Pronunciation: https://www.youtube.com/watch?v=BqhXUW_v-1s
All the sounds: https://www.youtube.com/watch?v=-ksblMiliA8
Phonics Play:
http://www.phonicsplay.co.uk/
Phonics games: http://www.familylearning.org.uk/phonics_games.html
BBC Phonics Y2: http://www.bbc.co.uk/schools/wordsandpictures/phonics/
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What else can I do at home?
• Ask your child to find items around the house that
represent particular sounds, i.e. ‘oo’ - ‘spoon’ ‘bedroom’
• Play matching pairs – with key words or individual
sounds/pictures.
• Key words on the stairs
• Play tricky word bingo
• Flashcard letters and words – how quickly can they read
them?
• Notice words/letters in the environment.
• Go on a listening walk around the house/when out and
about.
Phase 2 (Reception)
• To teach at least 19 letters
• To move children from oral blending and segmenting
to blending and segmenting with letters
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
•Read and spell regular CVC words
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Phase 3 (Reception)
• To teach another 25 graphemes, mostly
comprising 2 letters
• To represent each of 42 phonemes by a
grapheme
Set 6: j v w x
Set 7: y z,zz qu
Graphemes: ch sh th ng ai ee igh oa
oo ar or ur ow oi ear air ure er
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Phase 4 (Reception)
• To consolidate children’s
knowledge of graphemes in reading
and spelling words with adjacent
consonants and polysyllabic words
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Phase 5 (Year 1)
Recognise and use alternative ways of pronouncing
the graphemes and spelling the phonemes already
taught
For example:
New graphemes for reading: ay oy wh a-e ou ir
ph e-e ie ue ew i-e ea aw oe o-e au ue
Alternative pronunciations for graphemes: i (fin,find)
ow (cow,blow) y (yes,by,very) o (hot,cold)
ie (tie,field) ch (chin,school,chef) c (cat,cent)
ea (eat,bread) ou (out,shoulder,could,you)
g (got,giant) er (farmer,her) u (but,put)
a (hat, what)
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Phase 5 (Year 1)
Recognise and use alternative ways of
pronouncing the graphemes and spelling the
phonemes already taught
For example:
Alternative pronunciations for graphemes:
i (fin, find) ow (cow, blow) y (yes, by, very)
o (hot, cold) ie (tie, field) ch (chin, school,
chef) c (cat, cent) ea (eat, bread)
ou (out, shoulder, could, you) g (got, giant)
er (farmer, her) u (but, put) a (hat, what)
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Phase 5 (Year 1)
Recognise and use alternative ways of pronouncing the graphemes and
spelling the phonemes already taught
For example:
Alternative spellings for phonemes
a
e
i
o
u
oo
ow
oi
ar
or
air
eer
a-e
e-e
i-e
o-e
u-e
u
ou
oy
a
aw
are
ear
ai
ea
ie
oa
ue
oul
ough
ay
ee
igh
oe
oo
ey
y
y
ow
ew
ore
ear
a
ough
eigh
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Phase 6 (Year 2)
Children become fluent readers and
increasingly accurate spellers
“The shift from reading to learn to
learning to read takes place and children
read for information and for pleasure.”
Consolidation of using digraphs to
decode and development of
understanding spelling through word
structure
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