Transcript Sample title

A phonics quiz
1.What is a phoneme?
2. How many phonemes are in the word
‘strap’?
3. a) What is a digraph? b) Give an example
4. a) What is a CVC? b) Give an example
5. Why has ‘think’ got a ‘k’ at the end (and not ‘ck’ or
‘c’)?
6. a) What is a ‘trigraph’? b) Give an example
7. How many phonemes are in the word ‘twenty’?
8. Write down at least four different ways of representing
/ae/
9.What is the best guess when you write /ae/ at the end
of a word?
© Crown copyright 2006
Objective
• To support practitioners in
developing a good knowledge
and understanding of phonic
principles
© Crown copyright 2006
Phonics at a glance
Phonics is
Knowledge of the alphabetic code
(26 letters, 44 phonemes, 140 different
letter combinations)
+
Understanding of the skills of
segmenting and blending
© Crown copyright 2006
Letters and phonemes
• Letters: a b c d e f g h i j k l m n o p q r s t u v w x y z
• 44 phonemes: /b/ /k/ /d/ /f/ /g/ /h/ /j/ /l/ /m/ /n/ /p/
/r/ /s/ /t/ / v/ /w/ /y/ /z/ /sh/ /ch/ /th/ /th/ /ng/ /zh/
• /a/ /e/ /i/ /o/ /u/ /ai/ /ee/ /igh/ /oa/ /oo/ /oo/
/ow/ /oi/ /ar/ /or/ /ur/ /air/ /ear/ /ure/ /er/
• Some of 140 letter combinations illustrated in words:
Cat, peg, pig, log, put,
pain, day, gate, station
burn, first, term, heard, work,
haul, law, call,
tried, light, my,
slaughter
© Crown copyright 2006
Some definitions
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’
This skill is usually taught before blending
and reading printed words
© Crown copyright 2006
Some definitions
Blending
Recognising the letter sounds
in a written word, for example
c-u-p, and merging or synthesising
them in the order in which they
are written to pronounce the
word ‘cup’
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Some definitions
Segmenting
Identifying the individual sounds
in a spoken word (e.g. h-i-m)
and writing down or
manipulating letters for each
sound to form the word ‘him’
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Four key principles
• Phonemes are represented by letters
(grapheme)
• A phoneme can be represented by one
or more letters
• The same phoneme can be
represented/spelled in more than one
way
• The same spelling may represent more
than one phoneme
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Four key Principles of phonics
• Phonemes are represented by letters
(grapheme) GPC
A child needs to learn the letters that make
up each sound, this is known as phonemegrapheme representation.
phonemes can be in the initial, medial or
final position of a word. E.g.
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sat
Some definitions
A phoneme is the smallest unit of
sound in a word
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Some definitions
Grapheme
Letter(s) representing a phoneme
t
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ai
igh
Enunciation
• Teaching phonics requires a
technical skill in enunciation
• Phonemes should be articulated
clearly and precisely
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Enunciation
Jolly Phonics
• Phonemes should be articulated clearly and
precisely
• Most consonants should be pronounced in a
continuous manner ssssssss, mmmmm
• All phonemes need to be said with care so that
they do not become distorted e.g muh
• Some phonemes need to be said in the short
form /c/ /t/ /p/ /b/ /d/ /g/
• Phonemes should be supported by symbols and
actions
© Crown copyright 2006
Four key Principles of phonics
• A phoneme can be represented
by one or more letters
A single phoneme represented by 2
letters or more e.g. ch ai n
vowel digraphs – ai, ee, ie, oa, oo,
ar, ir, oi, ou, ay, a-e, u-e etc..
trigraphs – igh, air, ear
© Crown copyright 2006
Some definitions
Digraph
Two letters, which make one sound
A consonant digraph contains two
consonants
sh
ck
th
ll
A vowel digraph contains at least one vowel
also known as long vowel phoneme
ai
ee
ar
oy
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Some definitions
Trigraph
Three letters, which make one
sound
igh
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dge
Consonant digraphs
ll ss ff zz
hill puff fizz
sh ch th wh
ship chat thin
ck ng qu x
fox sing quick
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Adjacent consonants
• Formally known as blends
• Letter combinations where each letter
makes an individual phoneme
• sp
st
sk
sl
tr
ft
nt
lt
mp
un
lp
dr
cl
sw
cr
sm
e.g. step
strap
© Crown copyright 2006
list
clap
grasp
Adjacent consonants
Children with speech and language
difficulties find this stage tricky.
Persevere – they will get there.
Adjacent consonants are no longer
taught as blends as this can be a
barrier to learning. Not everybody
knows this yet.
• Spread the word to other people
• Watch out for old resources (and some
new ones)
• Train children to think about mouth
movements
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Some definitions
Split digraph
A digraph in which the two letters
are not adjacent (e.g. make)
a_e
e_e
i_e
o_e
u_e
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Sound button activity
pig
chick
class
ship
car
try
boy
cow
stick
fill
whip
zoo
song
for
caught
day
mist
playing
whizz
have
said
come
huff
frogspawn
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Examples of CCVC, CVCC,
CCCVC and CCVCC
black
ccv c
s t r o ng
cccv c
felt
cvcc
blank
ccvcc
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Words sometimes wrongly
identified as CVC
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bow
few
saw
her
A segmenting activity
slip
chirp
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A segmenting activity
Segment the following words
shelf
dress
think
string
sprint
flick
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Segmenting
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
© Crown copyright 2006
t
Four key principles
• Phonemes are represented by letters
(grapheme)
• A phoneme can be represented by one
or more letters
• The same phoneme can be
represented/spelled in more than one
way
• The same spelling may represent more
than one phoneme
© Crown copyright 2006
Four key Principles of phonics
• The same phoneme can be
represented/spelled in more than one
way
This is very common particularly among
the vowels, e.g. rain, may, lake
burn, first, term, heard, work
© Crown copyright 2006
The same phoneme can be
represented in more than one way
vowel digraphs (long vowel phonemes)
a
ae
ai
ay
ey
eigh
e
e-e ea
ee
y
i
i-e
ie
igh
y
o
o-e oa
oe
ow
u
u-e ue
oo
ew
oo
u
oul
ow
ou
ough
oi
oy
ar
a
or
aw
ore a
ough
air
are ear
eer ear
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• On the surface this appears to present
problems in spelling accuracy but
there are many rules that can be
applied according to position and
associated consonants
• Certain representations of a phoneme
are more likely in initial, medial and
final position in monosyllabic words
© Crown copyright 2006
Activity - Sort the words into groups
according to long vowel phoneme
ae
© Crown copyright 2006
ee
ie
oe
ue
1. The best bets for representing
/ae/ at the beginning and in the
middle of a word are a-e and ai
2. The best bet for representing
/ae/ at the end of a word
is ay
© Crown copyright 2006
Four key principles
• Phonemes are represented by letters
(grapheme)
• A phoneme can be represented by one
or more letters
• The same phoneme can be
represented/spelled in more than one
way
• The same spelling may represent more
than one phoneme
© Crown copyright 2006
Four key Principles of phonics
• The same spelling may represent
more than one phoneme
E.g. mean, deaf This is where
children need to learn to use the
skill of making sense of the text.
© Crown copyright 2006
The basic principle
meat
he
bread
bed
bear
cow
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hear
low
Spelling
• There are patterns or regularities that help
to determine choices or narrow possibilities
– for example for each vowel phoneme
some digraphs and trigraphs are more
frequently used before certain consonants
than others
• Children need to explore these patterns
through word investigations
• Teachers need to understand these
patterns in order to structure their teaching
and design or select appropriate activities
© Crown copyright 2006
High frequency words
• The majority of high frequency words are
phonically regular
• Some exceptions – for example the and
was – should be directly taught
• It must always be remembered that
phonics is the step up to word recognition.
Automatic reading of all words –
decodable and tricky – is the ultimate goal
© Crown copyright 2006
The Rose Report – March 2006
recommended that whatever phonic
programme is in use by a school, it
should have a systematic progression
with clear expectations by teachers
and practitioners of the expected
pace of teaching and learning
© Crown copyright 2006
Some definitions
Synthetic phonics
‘Synthetic phonics refers to an approach to the teaching of
reading in which the phonemes [sounds] associated with
particular graphemes [letters] are pronounced in isolation and
blended together (synthesised). For example, children are
taught to take a single-syllable word such as cat apart into its
three letters, pronounce a phoneme for each letter in turn /k, æ,
t/, and blend the phonemes together to form a word. Synthetic
phonics for writing reverses the sequence: children are taught
to say the word they wish to write, segment it into its phonemes
and say them in turn, for example /d, ɔ, g/, and write a
grapheme for each phoneme in turn to produce the written
word, dog.’
Definition adopted by the Rose Report
© Crown copyright 2006
Four key principles
• Phonemes are represented by letters (grapheme)
A child needs to learn the letters that make up each sound, this is known as phonemegrapheme representation.
phonemes can be in the initial, medial or final position of a word. E.g. sat
• A phoneme can be represented by one or more letters
A single phoneme represented by 2 letters or more e.g. ch ai n
vowel digraphs – ai, ee, ie, oa, oo, ar, ir, oi, ou, ay, a-e, u-e etc..
trigraphs – igh, air, ear
• The same phoneme can be represented/spelled in more than one
way
This very common particularly among the vowels, e.g. rain, may, lake
On the surface this appears to present problems in spelling accuracy but there are many
rules that can be applied according to position and associated consonants
• The same spelling may represent more than one phoneme
E.g. mean, deaf This is where children need to learn to use the skill of making sense of
the text.
© Crown copyright 2006
Simple view of reading
Word recognition
The ability to recognise and understand
the words on the page
phoneme awareness and phonics teaching
repetition and teaching of ‘tricky’ words
language comprehension
The ability to understand language
talking with children
reading to children
teaching comprehension strategies
© Crown copyright 2006
+
Good word
recognition,
good language
comprehension
Word recognition
Good language
comprehension,
poor word
recognition
+
Poor word
recognition,
poor language
comprehension
Good word
recognition,
poor language
comprehension
© Crown copyright 2006
Language comprehension