progressio n in phonic knowledge fleetville infant and nursery school september 2015
TRANSCRIPT
Progression in phonic knowledge
Fleetville Infant and Nursery School
September 2015
ObjectivesTo support parents in:
• Understanding the ‘Simple View of Reading’
• Developing a shared understanding of phonic principles & progression;
• Knowing how we deliver the teaching
sequence in school
• Knowing how we use tracking and assessment across the phases
Reading by sixHow the best schools do it (Ofsted 2011)
The rigorous way in which daily systematic phonics work was conducted in the schools was impressive. In all cases, the teachers and teaching assistants knew exactly what they were doing and why. They understood the fundamental principles that lay behind the need for children to know letter–sound correspondences and to learn the skills of blending and segmenting to decode and spell words.
They knew the sequence in which the letter–sound correspondences were to be taught, the way in which different resources should be used and how children were best grouped and managed. They observed and assessed children’s understanding and progress minutely. They used a range of strategies to ensure that all the children participated actively and that learning was enjoyable as well as productive. The phonics sessions observed were fast-paced. The staff were passionate about teaching children phonics and showing them how to use their knowledge and skills to read, spell and write.
‘Simple View of Reading’
• Successful reading demands both word level reading and the ability to comprehend what has been read.
• Children now need to use phonic knowledge as their first strategy to read a new word.
• It captures the idea that reading comprehension depends on oral language skills.
• It highlights that the reader’s/listener’s general knowledge and level of cognitive development will have a bearing on their comprehension.
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Word recognition
Good word recognition, good language comprehension
Good word recognition, poor language comprehension
Good language comprehension,
poor word recognition
Poor word recognition, poor language comprehension
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Word recognition
Further application of spelling within writing, more accurate use of phonemes and higher order comprehension skills e.g. inference
Develop vocabulary across the curriculum with a focus on comprehension.
Develop use of oral language (phase 1) across all curriculum areas. Daily discrete teaching of phonics.
Daily discrete phonics and application across the curriculum.
Next steps for learning using the SVoR
PHONICS QUIZ
1. Define: a) phoneme b) grapheme c) blend d) segment e) cvc word
2. How many phonemes in the English language?
3. Explain the difference between a consonant cluster and a consonant digraph. Give 3 examples of each…
4. How many phonemes are there in each of these words? cat cow fox choose strength
5. List 3 of the spelling choices for the vowel phoneme /oe/, as in ‘go’
6. List 3 other spelling choices for the vowel phoneme /ie/, as in ‘tie’
7. Nigel in Y1 is reading. He comes to the word ‘stiff’, pauses, then says ‘suh’, ‘tuh’, ‘ih’, ‘fuh’, ‘fuh’. What might you say to him?
Phase 1:Phonological awareness
(FS1 and FS2)
Early phonological awareness1 Environmental sounds 2 Instrumental sounds3 Body percussion 4 Rhythm and rhyme5 Alliteration 6 Voice sounds7 Oral blending
3 strands : 1. Tuning into sounds (auditory discrimination)
2. Listening and remembering sounds ( auditory memory and sequencing)
3. Talking about sounds (developing vocab and lang comp)
Phase 1• No expectation that letters (graphemes) are introduced
• Children who can hear phonemes in words and sound them out accurately are generally well placed to make a start with reading and writing
• Only segment or blend the last word in a sentence.
• Enunciate the phonemes very clearly
Technical Terms
Phoneme
Phoneme: smallest unit of sound in a word
Phonemes are represented visually by graphemes
A phoneme can be represented/spelled in more than one way cat, kennel
.
Grapheme• Grapheme: letter(s) visually
representing the phoneme, e.g. t, ai
• There are always the same amount of graphemes in a word as phonemes.
• A grapheme may consist of: one letter (t) two letters (kn) called a digraph three letters (igh) called a trigraph four letters (ough) called a quadgraph • The same grapheme may represent more
than one phoneme me, met
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.
Oral segmenting
• The adult says the word e.g. duck and the child has to give the phonemes that they hear:
d - u – ck
• This is an important skill that aids spelling through phases 2 – 6
• Children who struggle to orally segment often leave phonemes out when spelling longer words e.g. ‘blank’ becomes ‘bank’
Enunciation• Teaching phonics requires a technical skill in
enunciation• Phonemes should be articulated clearly and
precisely• The children should be able to see the
teachers mouth during the teaching sequence• Use of mirrors supports articulation • Anyone supporting children with phonics
should watch articulation DVD clip in ‘Letters and Sounds’
Phase 2 (FS)
• Teach 19 phonemes and move the children on from oral blending and segmenting to using letters.
• They will learn letter names used to teach digraphs e.g. ‘ll’ , ‘ss’ ‘ck’
• The children should be able to read VC and CVC words and spell them using magnetic letters including alien words such as ‘ip’, ‘ug’ and ‘ock’
• Introduce some high frequency ‘tricky’ words: the, to, I, no, go
Phase 2
• Sounds are introduced in sets
Set 1: s a t pSet 2: i n m d Set 3: g o c kSet 4: ck e u rSet 5: h b f ff l ll ss
Activity: How many words can you make?
s a t p i n m d
make as many CVC & CV words as you can.
Phase 3 (FS)
• Children will enter phase 3 once they are secure with most of the 19 phonemes and are able to blend and segment
• Teach another 25 graphemes, most of them comprising of two letters.
• Children will learn to represent each of about 42 phonemes by a grapheme.
• Children continue to practise cvc blending and segmentation including alien words
• They will apply their knowledge of blending and segmenting to reading and spelling simple two syllable words and captions.
• They will learn to read more tricky words: he, she, we, me, be, was, my, you, her, they, all, are
• They learn to spell tricky words from phase 2
Phase 3
Letter progression and graphemes continued
Set 6: j v w xSet 7: y z zz quSet 8: ch sh th ng
Teach: ai ee igh oa oo ar or ur ow oi ear air ure er
Activity: Phoneme frame
chain
lock ring
Answers: blend to read your word
ch ai n l o ck
r i ng
Words sometimes wrongly identified as CVC words:
bow
few
saw
her
pig chick
ship car
boy cow
fill whip
song for
day miss
whizz huff
Activity: which of these are not CVC words?
pig chick
ship car X
boy X cow X
fill whip
song for X
day X miss
whizz huff
Answers: which of these are not CVC words?
Phase 4 (FS and Y1)
• Children move into phase 4 when they can represent each of the 42 phonemes by a grapheme and use phonemes to blend and segment cvc words.
• Phase 4 consolidates children’s knowledge of graphemes in reading and spelling words containing adjacent consonants and polysyllabic words.
• They will learn to read and spell CVCC and CCVC
• They will learn to read more tricky words - some, one, said, come, do, so ,were, when, have, there, out, like, little, what
• They write the tricky words taught in phase 3
Phase 4: Introducing consonant clusters: word-building using four or
more phonemesConsonant cluster: Two or three phonemes blended together
in speech. You hear each sound separately and there is a letter to represent each sound. (scr-, bl-, -mp)
• Consonant clusters are often incorrectly classified as digraphs or trigraphs e.g.
tr as in ‘trap’ spl as in ‘splash’• This can lead to spelling difficulties if the children doesn’t hear/
represent each phoneme.
Phase 4: Examples of CCVC, CVCC, CCCVC and CCVCC
wordsb l a ck s t r o ng
c c v c c c c v c
f e l t b l a n k
c v c c c c v c c
ils p
Segmenting
Segment these words into their constituent phonemes:
think
floating
shampoo
sport
crunch
flick
Activity: segmenting
Answers: Segmenting
WORD PHONEMES
think th i n k
floating f l oa t i ng
shampoo sh a m p oo
sport s p or t
crunch c r u n ch
flick f l i ck
Phase 5 (throughout Y1)
• This phase enables children to broaden their knowledge of graphemes and phonemes for use in reading and spelling.
• When spelling words they will learn to choose the appropriate graphemes to represent phonemes and begin to build word-specific knowledge of the spellings of words.
• Children may still be making phonetically plausible attempts at spelling but may be more accurate with their reading
e.g. ‘a noyzy trane at the stayshun’
Phase 5
• Teach new graphemes for reading ay, ou, ie, ea, oy, ir, ue, aw, wh, ph,
ew, oe, au, a-e, e-e, i-e, o-e, u-e
• Always remind the children of the one taught in phase 3 /ai/ - ay , a-e
• Do not teach all grapheme variations for a phoneme together in one week
e.g. /oa/ oe , o-e, o
Phases 5 & 6:•Learning that the same phoneme can be represented in more than one way
burn
first
term
heard work
meat bread
he bed
bear hear
cow low
Fin/find, hot/cold, cat/cent, got/giant, but/put, cow/blow, tie/field, eat/bread, farmer/her, hat/what, yes/by/very, chin/school/chef, out/shoulder/could/you.
Learning that the same grapheme can represent more than one phoneme:
Phases 5 & 6:
Activity: Phoneme spotter story
A Real Treat! (ee)
ai ay a-e eigh ea rare
Maid
Paid
Fail
Nail
Tail
Claim
Brain
Bait
wait
Day
may
play
spray
crayon
delay
Came
Game
Same
Blame
Name
Pane
Face
late
space
Eight
Weight
sleigh
Great
Break
steak
Activity: What do you notice about these words ? tricky
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
Phases 5 & 6
exploring spelling rules and conventions
Technical terms for Phases 5 & 6
Split vowel digraph: Two letters making the same sound even though they are forced apart. (tale, flute)
Friendly “e”
Teaching the split digraph
tie time
toe tone
cue cube
?ae came
thee these
Teaching phase 5 and below • Phonic prompts on wall or table top
• Access to phonic resources in class
• Practise oral blending and segmenting
• Display tricky words • Mark work according to phase so as not to discourage
plausible attempts
• Small group/TA consolidation support • Opportunities for application in guided/shared reading and
writing
Phase 6 (throughout Y2)
By this stage children should know most of the common grapheme – phoneme correspondences.
They should be able to read hundreds of words doing this in three ways:
• Reading the words automatically if they are very familiar• Decoding them quickly and silently because their
sounding and blending routine is well established • Decoding them aloud.• Children’s spelling should be phonetically accurate although it may still be a little unconventional at times. Spelling usually lags behind reading , as it is harder.
Phase 6 Teaching programme
•Teaching the past tense•Teaching compound words and root words • Learning how to add suffixes and prefixes• Spelling longer words• Finding and learning tricky bits in words• Developing strategies for remembering spellings (rules and conventions)• Application of spelling in writing (proofreading)• Etymology e.g. ‘tri’, ‘bi’, ‘oct’• Homophones e.g. too, to ,two
Teaching at phase 5 and 6
Should include:• phoneme frames (adapt no. of
boxes according to phase)• sound buttons• grapheme keyboard• whiteboard & pen• spelling prompt cards• spelling log
Teaching sequence
• Four part teaching sequence• 15 – 20 mins everyday throughout the
year.• Taught in whole class as well as
differentiated or mixed ability groups.• All children must be able to see the
practitioner.• Phonics Bug
Teaching sequenceINTRODUCTION
Objectives and criteria for successREVISIT AND REVIEW
Recently and previously learned grapheme-phoneme correspondences, or blending and
segmenting skills as appropriateTEACH
New grapheme-phoneme correspondences; skills of blending and segmenting
PRACTISENew grapheme-phoneme correspondences; skills
of blending and segmenting APPLY
New knowledge and skills while reading/writing
Tracking Progress
• Phonics tracking sheet • Information indicates the phases children are
currently ‘working on’ linked to ongoing day to day assessment.
• Periodic assessment to judge ‘secure at’.• Phase descriptors help to make judgements to
decide at which phase the child is using his or her phonic knowledge and skills independently and consistently.
• Boosters and Catch-Up
Not all children will learn at the same rate!
• Your child should be supported whatever their rate of learning
• There is a very close link between difficulty with phonics and hearing, so if your child is making progress more slowly than expected, it is worth having their hearing checked.
Year 1 Phonics Screening
• Government check of phonic decoding at the end of Year 1
• The check is focused solely on decoding using phonics.
• The check will identify pupils who need additional support from their school to catch up.
• Opportunity to retake in Year 2
How you can help::
• Articulation • Terminology • How to use phoneme frames to blend and segment• How to read a tricky word• Reading to and with your child regularly• The importance of speaking and listening
at home
PHONICS QUIZ1. Define: a) phoneme b) grapheme c) blend d) segment e) cvc word
2. How many phonemes in the English language?
3. Explain the difference between a consonant cluster and a consonant digraph. Give 3 examples of each…
4. How many phonemes are there in each of these words? cat cow fox choose strength
5. List 3 of the spelling choices for the vowel phoneme /oe/, as in ‘go’
6. List 3 other spelling choices for the vowel phoneme /ie/, as in ‘tie’
7. Nigel in Y1 is reading. He comes to the word ‘stiff’, pauses, then says ‘suh’, ‘tuh’, ‘ih’, ‘fuh’, ‘fuh’. What might you say to him?
BUT…..
Blaenau Ffestiniog
Blienie...Blaynar…Blienar
Knowledge of the language system
Phonics = Reading?
Abnake onig dhannu bad
Shukria buhat buhat
Obrigado muito
Grazie molto
Thank you very much!
Bengali
Urdu
Portugese
Italian
Inference & Deduction
Are you a fluent reader?
Thelo na sas bo efharisto bou irthete na agousete bos mathenoun na thiavazoun da bethia sas.
Elbizomen bos ivrede do vrathi hrisimo.
Comprehension
What does this say?
Context!
Contextual cues
End Note
• Phonics are important• We thinks so, OFSTED say so and
the DfE have decided its true!
BUT…..• There are other tools in learning to
read and write and we must teach children as many different strategies as possible to capture all styles of learning.