Transcript Sample title

Progression in phonics

Six phases of learning
 Taught from Reception to Year Two using ‘Letters and
sounds’ and ‘Year 2/3 spelling programme’
 Children should be able to read independently by end
of programme
 Spelling continues throughout Key Stage Two through
use of :
‘Year 2/3 spelling programme’
 Spelling bank
 Catch up intervention programmes
 School based schemes
 Handwriting
Purpose of phase 1
 Explore
and experiment with
sounds and words
 Distinguish between different
sounds in the environment and
phonemes
 Learn to orally blend and
segment sounds in words
By the end of phase 1
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Children will have experienced a wealth of
listening activities including songs, stories and
rhymes.
 They will be able to distinguish between speech
sounds and many will be able to blend and
segment words orally.
 Some will also be able to recognise spoken
words that rhyme and will be able to provide a
string of rhyming words, but inability to do this
does not prevent moving on to Phase Two as
these speaking and listening activities continue.
Games for Phase 1
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Key Stage two specific games and
activities (see Letters and sounds Phase
games and activities Appendix)
 Phase 1 activities are primarily pitched at 3
to 5 year olds. The learning in the
recommended games is suitable for Key
Stage two children with language and
learning difficulties but all activities would
need to be made age appropriate.
Purpose of phase 2
(up to 6 weeks – Suggested Timetable p50)
Learn 19 letters and know the
phonemes that represent them.
 Move on from orally blending and
segmenting to blending and
segmenting letters to read and spell
(maybe with magnetic letters) VC
and CVC words
 Introduce two syllable words, simple
captions and some tricky HFW.
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Suggested daily teaching
Revisit and review
 Practise previously learned letters
 Practise oral blending and segmentation
Teach
 Teach a new letter
 Teach blending and/or segmentation with letters (weeks 2 and 3)
 Teach one or two tricky words (week 3 onwards)
Practise
 Practise reading and/or spelling words with the new letter
Apply
 Read or write a caption (with the teacher) using one or more highfrequency words
 and words containing the new letter (week 3 onwards)
Phase 2 letter progression
Set 1:
Set 2:
Set 3:
Set 4:
Set 5:
s
I
g
ck
h
a
n
o
e
b
t
m
c
u
f,ff
p
d
k
r
l,ll
ss
Games for Phase 2
Teaching a letter p51
 Oral blending games p56
 Sound buttons
 Buried treasure
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Use your imagination to jazz these games
up and make them suit your needs.
Teaching HFW
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Some HFW should be taught during each
phase.
 Many HFW are simple to work out using
phonics.
 Some are ‘tricky’. Children need to be taught
strategies for spelling and reading these
words.
 These are similar to strategies we will look at
later.
P64-65
Applying
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Must have opportunities in class to read and
write the words that they have been learning in
phonics sessions.
Guided reading
Shared reading
Captions
Labels
Whiteboards and pens
Magnetic letters
Differentiated literacy work
By the end of Phase Two children should:
■ give the sound when shown any Phase Two
letter, securing first the starter letters s, a, t,
p, i, n
■ find any Phase Two letter, from a display, when
given the sound
■ be able to orally blend and segment CVC
words
■ be able to blend and segment in order to read
and spell (using magnetic letters) VC words
such as: if, am, on, up and ‘silly names’ such
as ip, ug and ock
■ be able to read the five tricky words: the, to,
I, no, go.
Assessment
Work with groups and observe:
Oral blending CVC words
If you say j-a-m can they blend it into jam
Oral segmenting CVC words
If you say bed can they segment it into be-d
Phoneme-grapheme correspondences
Can they match letters to their sounds and
sounds to their letters? Appendix p199.
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Purpose of phase 3
(up to 12 weeks – Suggested Timetable p76-78)
Teach another 25 graphemes
 Introduce digraphs
 Learn letter names
 Continue to practise blending and
segmenting using new phonemes and
two syllable words
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25 phonemes taught in Phase 3
Letters
Set 6:
Set 7:
j
y
ch sh
oa oo
ear air
th ng
ar or
ure er
v
w
z,zz qu
ai
ur
x
ee igh
ow oi
Suggested Daily Teaching in Phase 3
Revisit and review
•Practise previously learned letters or graphemes
Teach
•Teach new graphemes
•Teach one or two tricky words
Practise
•Practise blending and reading words with a new GPC
•Practise segmenting and spelling words with a new GPC
Apply
•Read or write a caption or sentence using one or more
tricky words and words containing the graphemes
Games in Phase 3
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Teaching grapheme recognition and recall –
games introduced in earlier phases.
Countdown / Sentence substitution p86
Phoneme Frame / Quickwrite p88
Full circle p90
HFW – as in earlier phases
Practising reading and writing captions and
sentences p95
Countdown
chicken
shell
rang
path
tonight
boatman
Sentence substitution
Mark fed the cat.
dog
moon
Gail
(alternative suggestions p. 104)
hid
Phoneme frame/Quickwrite
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Phase two/three words p. 102/103
 Use sound talk to segment word – reinforce by
counting phonemes on fingers
 can use magnetic letters or fans for non writers
Phase 3 games
Full circle p. 90
car
Applying
As in previous phases
plus
 Demonstration writing p.97
 Writing sentences
 Shared writing
 Independent writing
Think it say it
write it
check it
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By the end of Phase Three children should:
■ give the phoneme when shown all or most Phase Two
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and Phase Three graphemes
find all or most Phase Two and Phase Three
graphemes, from a display, when given the phoneme
be able to blend and read CVC words (i.e. singlesyllable words consisting of Phase Two and Phase
Three graphemes)
be able to segment and make a phonemically plausible
attempt at spelling CVC words (i.e. single-syllable words
consisting of Phase Two and Phase Three graphemes)
be able to read the tricky words he, she, we, me, be,
was, my, you, her, they, all, are
be able to spell the tricky words the, to, I, no, go
write each letter correctly when following a model
Purpose of phase 4
(4 – 6 weeks)
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To consolidate children’s knowledge of
graphemes in reading and spelling
words containing adjacent consonants
and polysyllabic words
Phase 4
• can blend adjacent consonants in words and
apply this skill when reading unfamiliar texts,
(CCVC, CVCC, CCVCC)
step
list
clap
grasp strap
• can segment adjacent consonants in words
and apply this in spelling
Beware – Adjacent consonants are
not digraphs. They make two
distinct sounds.
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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Games for Phase 4
CVCC and CCVC words p111
 Phoneme frame CCVC p116
 Two syllable words
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Plus many other games introduced in
earlier phases.
Applying
As previous phases
and
 Reading across the curriculum p. 124
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By the end of phase four children should:
■ give the sound when shown any Phase Two and Phase
Three grapheme
■ find any Phase Two and Phase Three grapheme, from a
display, when given the sound
■ be able to blend and read words containing adjacent
consonants
■ be able to segment and spell words containing adjacent
consonants
■ be able to read the tricky words some, one, said, come,
do, so, were, when, have, there, out, like, little, what
■ be able to spell the tricky words he, she, we, me, be, was,
my, you, her, they, all, are
■ write each letter, usually correctly
Purpose of Phase 5
(throughout Year One)
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Children broaden their knowledge of
graphemes and phonemes for use in
reading and spelling
 Learn new graphemes and alternative
pronunciations some of which they will have
already encountered in high frequency
words for example /ae/ ay a_e ai a e.g.
snake day
 Learn to choose the appropriate graphemes
when spelling and begin to build up word
specific knowledge
Suggested daily timetable
Revisit and review
 Practise previously learned graphemes
 Practise blending and segmentation
Teach
 Teach new graphemes
 Teach tricky words
Practise
 Practise blending and reading words with the new GPC
 Practise segmenting and spelling words with the new GPC
Apply
 Read or write a sentence using one or more high-frequency
words and words containing the new graphemes
Suggested timetable - Weeks 1–4
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Practise recognition and recall of Phase Two, Three and Five
graphemes as they are learned
Teach new graphemes for reading (about four per week) p. 134
Practise reading and spelling words with adjacent consonants
and words with newly learned graphemes
Learn new phoneme /zh/ in words such as treasure
Teach reading the words oh, their, people, Mr, Mrs, looked,
called, asked
Teach spelling the words said, so, have, like, some, come,
were, there
Practise reading and spelling high-frequency words
Practise reading and spelling polysyllabic words
Practise reading sentences
Practise writing sentences
New graphemes for reading
Suggested timetable - Weeks 5–7
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Practise recognition and recall of graphemes and different
pronunciations of graphemes as they are learned
Teach alternative pronunciations of graphemes for reading (about
four per week) p. 136
Practise reading and spelling words with adjacent consonants
and words with newly learned graphemes
Teach reading the words water, where, who, again, thought,
through, work, mouse, many, laughed, because, different,
any, eyes, friends, once, please
Teach spelling the words little, one, do, when, what, out
Practise reading and spelling high-frequency words
Practise reading and spelling polysyllabic words
Practise reading sentences
Practise writing sentences
Alternative pronunciations
Suggested timetable - Weeks 8–30
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Practise recognition and recall of graphemes and
different pronunciations of graphemes as they are
learned
Teach alternative spellings of phonemes for spelling
p. 144
Practise reading and spelling words with adjacent
consonants and words with newly learned graphemes
Teach spelling the words oh, their, people, Mr, Mrs,
looked, called, asked
Practise reading and spelling high-frequency words
Practise reading and spelling polysyllabic words
Practise reading sentences
Practise writing sentences
Games for Phase 5
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Split digraphs p135 e.g. tie/time
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Known/alternative graphemes for reading p136 (milk,
find, wild, skin) More alternative pronunciations on
page 152
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Phoneme spotter/rhyming word generation
/best bet p145-147 (video sequence)
Plus many other games introduced in earlier phases.
By end of Phase five children should:
■ give the phoneme when shown any grapheme that has been
taught
■ for any given phoneme, write the common graphemes
■ apply phonic knowledge and skill as the prime approach to
reading and spelling unfamiliar words that are not completely
decodable
■ read and spell phonically decodable two-syllable and threesyllable words
■ read automatically all the words in the list of 100 highfrequency words
■ accurately spell most of the words in the list of 100 highfrequency words
■ form each letter correctly
Purpose of phase 6
(throughout year two)
Reading
Learn some of the rarer phonemegrapheme correspondences.
Develop automaticity in reading. In
particular, reliably recognising digraphs
as representing one sound.
Children should become fluent readers
during this phase and develop a range of
comprehension strategies.
Purpose of phase 6
(throughout year two)
Spelling
Identifying the tricky bit in a word.
Develop strategies for spelling longer
words.
Develop guidelines for making choices
between spelling alternatives.
Begin to explore spelling conventions e.g.
when using the past tense, adding
suffixes etc.
Games for Phase 6
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Word sort
Team sort
Add race
Clap and count
Action replay
Suffix match
What comes next?
Plus many other games introduced in earlier
phases.
Strategies for spelling
Route to spelling
 Best guess / Best Bet
 Clap and count
 Memory strategies
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Applying
Words that have been learned in
phonics/spelling sessions must be
applied in independent writing.
Insist that children spell these words:
Independently
Successfully
Consistently
Self Assessment
Encourage children to take responsibility
for checking that they are correctly
applying strategies in their own writing.
 Explicitly teach them how to do this.
 Encourage children to mark all the
correct letters in a word and celebrate
those that they have got right as well as
identifying mistakes and learning from
them.
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Equipping children to read and write
independently
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Increase automaticity
 Recognition of graphemes has to be
automatic not segmenting every single
letter.
 Cyclical – greater understanding of spelling
leads to greater understanding of reading
which leads to a greater understanding of
spelling.
 Explicitly teach ways to read graphemes
with various pronunciations.
Spelling throughout KS2
Continues exploring conventions,
strategies, spelling patterns in much the
same way as in Phase 6.
 Will almost certainly need lots of revision
of spelling choices for long vowel
phonemes. Most adults get stuck on
these sometimes.
 Don’t forget to keep it fun.
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Spelling throughout KS2
Most spelling conventions become easier to
identify and understand when children have a
sound knowledge of phonics.
Even teachers with secure subject knowledge in
terms of spelling will need to reflect on how
phonics can make things easier.
Ensure that there are many opportunities to
apply
Build in self assessment.
Impact on reading
Spelling bank says:
Two consonants e.g. Hopping,
jumping– signals short vowel
•Most verbs just add –ed
•When a single syllable verb
ends with a consonant
preceded by a short vowel you
double the final consonant
when adding –ed.
Single consonant e.g. hoping
signals long vowel (Therefore
no longer need split digraph to
signal
Adding –ed
to verbs
Essential phonic knowledge
•Know how to segment
•Recognise consonant and
vowel phonemes.
•Distinguish between long and
short vowel phonemes
•If a word ends in e, avoid the
double – by dropping one as
necessary.
Know that –ed endings
can be said in three
ways
1) /t/ as in jumped
2) /d/ as in hoped
3) /i/d/ as in wanted