Transcript Working on Phase 5 - Amazon Web Services

Slide 1
Communication Language and
Literacy
Development
Letters and Sounds
Working on Phase 5
© Crown copyright 2008
Slide 2
Aims
• To develop subject knowledge of the alphabetic
code when working on Phase 5
• To develop systematic and cumulative planning
of Phase 5 over a week
• To build continuous assessment for learning into
Phase 5
• To review new phonic resources using ICT
© Crown copyright 2008
Slide 3
Agenda
•
•
•
•
•
•
•
•
•
Progress check: Phases 3 and 4
Subject knowledge
Teaching high-frequency words
Direct teaching of phonics
Planning exemplification: Phase 5 over a
week
Application
Review new IWB resources
Letters and Sounds: Phase 5
Progress check: Phase 5
© Crown copyright 2008
Slide 4
Phase 5
• Discuss with your elbow partner the
Phase 5 teaching issues you have
found or are concerned about
© Crown copyright 2008
Slide 5
Progress check for Phase 3
By the end of Phase 3 children should:
• give the sound when shown all or most Phase 2 and Phase 3
graphemes;
• find all or most Phase 2 and Phase 3 graphemes from a display
when given the sound;
• be able to blend and read CVC words;
• be able to segment and make phonetically plausible attempts at
spelling CVC words;
• be able to read the tricky words;
• be able to spell the tricky words;
• write each letter correctly when following a model.
© Crown copyright 2008
Slide 6
Progress check for Phase 4
By the end of Phase 4 children should:
• give the sound when shown any Phase 2 and Phase 3 grapheme;
• find any Phase 2 and Phase 3 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 tricky words;
• be able to spell tricky words;
• write each letter, usually correctly.
© Crown copyright 2008
Slide 7
Progress Tracking
• Revised phonics tracking sheet
• Spans the EYFS and KS1
• Information indicates the phases children are
currently ‘working on’ linked to ongoing day-today 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
(page 22, Revised Practitioner folder)
© Crown copyright 2008
Slide 9
Subject knowledge and
systematic teaching and
learning of phonics
© Crown copyright 2008
Phonics at a glance
phonics is
skills of
segmentation
and blending
+
knowledge of
the alphabetic
code
Slide 11
Phonics consists of:
•identifying sounds in spoken words;
•recognising the common spellings of
each phoneme;
•blending phonemes into words for
reading;
•segmenting words into phonemes for
spelling.
© Crown copyright 2008
Slide 12
Some definitions
A phoneme is the smallest unit of
sound in a word.
© Crown copyright 2008
Slide 13
Some definitions
Grapheme
Letter(s) representing a phoneme.
t
ai
igh
© Crown copyright 2008
Phonemes and
graphemes
Terminology
phoneme
grapheme
smallest unit of sound in a
word
a letter or sequence of
letters that represents
a phoneme
Slide 15
Phonemes and graphemes
• Phonemes are represented by
graphemes.
• A grapheme may consist of one (t), two
(ch) or more letters (igh).
• A phoneme can be represented/spelled
in more than one way: cat, kennel, choir.
• The same grapheme may represent
more than one phoneme: me, met.
© Crown copyright 2008
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
Some of the 140 (approx.) letter combinations illustrated within
words:
cat, look, would, put, peg, bread, cart, fast, pig, wanted, burn,
first, term, heard, work, log, want, torn, door, warn, plug, love,
haul, law, call, pain, day, gate, station, wooden, circus, sister,
sweet, heat, thief, these, down, shout, tried, light, my, shine,
mind, coin, boy, road, blow, bone, cold, stairs, bear, hare, moon,
blue, grew, tune, fear, beer, here, baby, sun, mouse, city, science,
dog, tap, field, photo, van, game, was, hat, where, judge, giant,
barge, yes, cook, quick, mix, Chris, zebra, please, is, lamb, then,
monkey, comb, thin, nut, knife, gnat, chip, watch, paper, ship,
mission, chef, rabbit, wrong, treasure, ring, sink.
Phonemes:
/b/ /d/ /f/ /g/ /h/ /j/ /k/ /l/ /m/ /n/ /p/ /r/ /s/ /t/ /v/ /w/ /wh/ /qu/ /y/ /z/ /th/
/th/ /ch/ /sh/ /zh/ /ng/ /a/ /e/ /i/ /o/ /u/ /ae/ /ee/ /ie/ /oe/ /ue/ /oo/ /ar/
/ur/ /or/ /au/ /er/ /ow/ /oi/ /air/ /ear/
Slide 17
Some definitions
Blending
Recognising the phonemes in a
written word, for example c-u-p, sh-ee-p,
and merging or synthesising them in the
order in which they are written to pronounce
the word: ‘cup’, ‘sheep’.
© Crown copyright 2008
Slide 18
Some definitions
Oral blending
Hearing a series of spoken sounds
(phonemes) and merging them together to make
a spoken word. No text is used.
For example, When a teacher calls out ‘b-u-s’ or
‘c-r-ay-o-n’,
the children say ‘bus’ or ‘crayon’.
This skill should be taught within Phase 1
before blending and reading printed words.
© Crown copyright 2008
Slide 19
Some definitions
Segmenting
• Identifying the individual sounds in a
spoken word (e.g. h-i-m, s-t-or-k) and
writing down or manipulating letters
for each sound (phoneme) to form the
word ‘him’.
© Crown copyright 2008
Slide 20
Blending and Segmentation
Blending
Segmentation
• Merging the individual
phonemes together to pronounce
a word.
• Hear and say the individual
phonemes within words.
• To read unfamiliar words a child
must recognise (sound out) each
grapheme, not each letter, then
merge the phonemes together to
make a word.
• In order to spell, children need
to segment a word into its
component phonemes and
choose a grapheme to represent
each phoneme.
© Crown copyright 2008
Slide 21
Some definitions
Digraph
Two letters, which make one phoneme.
A consonant digraph contains 2 consonants:
sh ck
th
ll
A vowel digraph contains at least one vowel:
ai
ee ar
oy
© Crown copyright 2008
Slide 22
Some definitions
Trigraph
Three letters, which make one
phoneme.
igh dge
© Crown copyright 2008
Slide 23
Some definitions
Split digraph
A digraph in which the two letters
are not adjacent – e.g. ‘make’.
© Crown copyright 2008
Slide 24
Enunciation
• Teaching phonics requires a
technical skill in enunciation
• Phonemes should be articulated
clearly and precisely
© Crown copyright 2008
‘ss’ at the end of a word
Double ‘ss’ appears at the end of a word when:
…a short vowel is in the middle of a one-syllable word.
a
mass
lass
grass
gas
e
mess
dress
Bess
guess
Jess
less
Tess
yes
i
miss
kiss
hiss
this
o
moss
loss
boss
Ross
toss
u
fuss
bus
pus
Why has ‘think’ got a ‘k’ at the end
and not ‘ck’ or ‘c’?
• ‘k’ sound is preceded by a consonant, e.g.
‘nk’, ‘sk’
• ‘ck’ is always preceded by a vowel
duck
sock
neck
lock
rock
tick
kick
peck
rack
sick
clock
shock
1
2
3
c
b
f
kn
a
ir
i
igh
t
d
sh
t
These words each have three phonemes (separate
sounds). Each of these phonemes is represented by a
grapheme.
Sound buttons
rain
bright
witch
slaughter
speed
crayon
slight
toast
broom
foil
speed
crayon
slight
toast
broom
foil
Slide 31
Using a phoneme
frame
© Crown copyright 2008
Segmenting
WORD
bleed
creed
deed
speed
weed
greed
PHONEMES
Segmenting
WORD
PHONEMES
bleed
b
l
ee
d
creed
c
r
ee
d
deed
d
ee
d
speed
s
p
ee
weed
w
ee
d
greed
g
r
ee
d
d
Slide 34
CVC words some points to note…
© Crown copyright 2008
Words sometimes wrongly identified
as CVC
bow
few
saw
her
Words sometimes wrongly identified
as CVC
bow
few
saw
her
Consonant digraphs
ll
ss
ff
zz
hill, mess, puff, fizz
sh
ch
th
wh
ship, chat, thin, whip
ng
qu ck
sing, quick
CVC words – clarifying some
misunderstandings
pig
chick
church
car
boy
down
curl
wheel
thorn
for
day
dear
head
shirt
pig
chick
church
car
boy
down
curl
wheel
thorn
for
day
dear
head
shirt
pig
chick
church
car
boy
down
curl
wheel
thorn
for
day
dear
head
shirt
pig
p
i
g
church
ch
ur
ch
boy
b
oy
curl
c
ur
l
thorn
th
or
n
day
d
ay
head
h
ea
d
chick ch
i
ck
car
c
ar
down
d
ow
n
ee
l
wheel wh
for
f
or
dear
d
ear
shirt
sh
ir
t
Examples of CCVC, CVCC,
CCCVC and CCVCC
b l a ck
ccv c
s t r ea m
ccc v c
f ou n d
c v cc
blank
ccvcc
Consonant phonemes and their more
usual graphemic representations
/b/ baby
/d/ dog
/f/ field, photo
/g/ game
/h/ hat
/j/ judge, giant, barge
/k/ cook, sock, Chris
/l/ lamb
/m/ monkey,comb
/n/ nut, knife, gnat
/p/ paper
/r/ rabbit, wrong
/s/ sun, mouse, city, science
/t/ tap
/v/ van
/w/ was
/wh/ where
/y/ yes
/z/ zebra, please, is
/th/ then
/th/ thin
/ch/ chip, watch
/sh/ ship, mission, chef
/zh/ treasure
/ng/ ring
Vowel phonemes and a common
graphemic representation
v
o
w
e
ls
re
p
re
s
e
n
ta
tiv
e v
o
w
e
ls
w
o
rd
s
re
p
re
s
e
n
ta
tiv
e
w
o
rd
s
/a
/
c
a
t
/o
o
/
lo
o
k
/e
/
p
e
g
/a
r/
c
a
rt
/i/
p
ig
/u
r/
firs
t
/o
/
lo
g
/o
r/
to
rn
/u
/
p
lu
g
/a
u
/
h
a
u
l
/a
e
/
p
a
in
/e
r/
w
o
o
d
e
n
,s
is
te
r
/e
e
/
s
w
e
e
t
/o
w
/
s
h
o
u
t
/ie
/
tie
/o
i/
c
o
in
/o
e
/
ro
a
d
/a
ir/
s
ta
irs
/u
e
/
m
o
o
n
/e
a
r/
fe
a
r
Some other ways of representing vowel
phonemes
v
o
w
e
ls
/a
/
/e
/
/i/
/o
/
/u
/
/a
e
/
/e
e
/
/ie
/
/o
e
/
/u
e
/
re
p
re
s
e
n
ta
tiv
e v
o
w
e
ls
w
o
rd
c
a
t
p
e
g
,b
re
a
d
p
ig
,w
a
n
te
d
lo
g
,w
a
n
t
p
lu
g
,lo
v
e
p
a
in
,d
a
y
,g
a
te
,
s
ta
tio
n
s
w
e
e
t,h
e
a
t,th
ie
f,
th
e
s
e
tie
,lig
h
t,m
y
,
s
h
in
e
,m
in
d
ro
a
d
,p
o
s
t,s
to
le
,
t
o
e
m
o
o
n
,b
lu
e
,g
re
w
,
tu
n
e
/o
o
/
/a
r/
/u
r/
/o
r/
/a
u
/
/e
r/
re
p
re
s
e
n
ta
tiv
e
w
o
rd
lo
o
k
,w
o
u
ld
,p
u
t
c
a
rt,fa
s
t(re
g
io
n
a
l)
b
u
rn
,firs
t,te
rm
,h
e
a
rd
,
w
o
r
tk
o
rn
,d
o
o
r,w
a
rn
h
a
u
l,la
w
,c
a
ll
w
o
o
d
e
n
,c
irc
u
s
,s
is
te
r
/o
w
/
d
o
w
n
,s
h
o
u
t
/o
i/
c
o
in
,b
o
y
/a
ir/
/e
a
r/
s
ta
irs
,b
e
a
r,h
a
re
fe
a
r,b
e
e
r,h
e
re
Grapheme choices
glay
glai
proyn
proin
strou
strow
sproat
sprowt
dryt
dright
smayn
smain
groy
groi
Vowel digraphs followed by
a consonant or in a final position
followedbyaconsonant final position
ai (rain) a-e(date)
ay(day)
ee(street)
ea(meat)
[e-e(these)]
ee(see)
ea(sea)
ie(tried: past tense)
igh(light)
i-e(wide) i (find)
ie(tie)
y(try)
igh(high)
oa(road)
o-e(home)
o(most, cold)
ow(throw)
o(so)
o-e(toe)
oo(moon)
u-e(cute)
ew(new)
ue(blue)
[oo(too)]
ua(laud)
augh(caught)
ough(bought)
aw(raw)
Vowel digraphs (cont.)
followed by a consonant
final position
or (fork)
or (for)
ore (more)
oor (floor)
ar (far)
ar (park
ur (turn)
ir (first)
er (fern)
ou (loud)
ow (crown, down, drown,
brown)]
oi (join)
oo (look)
u (put)
oul (could)
ur (fur)
ir (fir)
rer (her)
ear (learn)
ow (how)
oy (boy)
ear (bear)
are (bare)
air (stair)
ear (hear)
ere (here)
Teaching the split digraph
tie
time
tree
these
toe
tone
cue
cube
?ae
cave
Which of these words contain a split
digraph?
time
made
spike
have
come
bride
some
shine
Which of these words contain a split
digraph?
time
made
spike
have
come
bride
some
shine
Slide 52
Activity
• In small groups make a list of all the words
that you can think of that contain the
phoneme on your chart and sort the words
into their appropriate grapheme
• Investigate the frequency or infrequency of
words and look for any patterns for
feedback
© Crown copyright 2008
Slide 53
Teaching high-frequency words
• In the past, often regarded as
needing to be taught as ‘sight
words’
• Research shows when words are
recognised at sight, this recognition
is most efficient when it is
underpinned by GP knowledge
© Crown copyright 2008
Slide 54
Teaching high-frequency words
• 100 common words that recur frequently in much written material
• Most are decodable
• End of Phase 2, 26 HF words are decodable; further 12 by the end
of Phase 3; further 6 by the end of Phase 4
• During Phase 5 children learn many more graphemes, so more
words become decodable
• Some of the ‘tricky’ words have been taught in earlier phases
• 16 new ‘tricky’ words to be taught in Phase 5
© Crown copyright 2008
Slide 55
Teaching high-frequency words
• Letters and Sounds aligns decodable HF words
with the GPCs that have been taught in each
Phase
• A quarter of the 100 HF words occurring most
frequently in children’s books are decodable at
Phase 2
• Half of the 100 words are decodable by end of
Phase 4
• The majority are decodable by end of Phase 5
© Crown copyright 2008
Slide 56
Teaching high-frequency words
• Those HF words that are not
completely phonetically regular
contain some known GPCs
• Start with what is known and
register the ‘tricky bit’ in the word
© Crown copyright 2008
Slide 57
Direct teaching of phonics
© Crown copyright 2008
Slide 58
Developing phonics learning across a
week
• Every day – direct teaching of phonics
• At least once a week – Guided Reading
• Once a week minimum – Guided Writing
© Crown copyright 2008
Slide 59
Every day
Children are provided with:
• opportunities throughout the day to engage
independently in speaking, listening, reading and
writing activities across the curriculum;
• interactive multi-sensory phonics session;
• session led by the practitioner of shared reading
and/or shared writing;
• opportunities to hear a wide-ranging selection of
stories, poems, rhymes and non-fiction.
© Crown copyright 2008
Slide 60
Planning discrete teaching of Phase 5
© Crown copyright 2008
Slide 61
Aims of Phase 5
• Broad knowledge of graphemes and phonemes for use in reading
and spelling
• Learn new graphemes and alternative pronunciations for the
graphemes children already know
• Children able to quickly recognise graphemes of more than one
letter
• Develop ability to choose the appropriate graphemes to represent
phonemes
• Begin to build word-specific knowledge of the spellings of words
• Lists of words and sentences to support the activities in Phase 5 –
practising blending for reading and segmenting for spelling
© Crown copyright 2008
Model for daily teaching of phonics skills and knowledge
REVISIT AND REVIEW
recently and previously learned phoneme-grapheme correspondences, and blending and segmenting skills
as appropriate
TEACH
new phoneme-grapheme correspondences; skills of blending and segmenting
PRACTISE
new phoneme-grapheme correspondences; skills of blending and segmenting
APPLY
new knowledge and skills while reading/writing
Route to planning – planning an
overview for the week
• Identify the number of the week from Phase 5 timetable,
for example: Week 1, Week 2, Week 3, … etc.
• Decide which new graphemes to use for reading and spelling with
adjacent consonants (about four per week)
• Experts suggest that children will more effectively learn the new
grapheme for a phoneme if one representation is focused on in one
phonic session, and a few days is left before introducing another
grapheme for that same phoneme.
For example: new graphemes: 1. ay 2. oe
3. ir
4. a – e
• Decide which new ‘tricky’ words from the suggestions in the
timetable you will teach for reading and which ones for spelling
• Begin to plan in the objectives and the detail on the weekly
planning grid
Phase 5 Weeks 1 – 4
Phase
5
New graphemes to be taught
over a week ( 4 per week )
Irregular/highfrequency words
Wk 1
/ai/
ay
/ee/
ea
/igh/
ie
/ai/
a –e
Read: Mr, Mrs, people
Write: some, have,
come
Wk 2
/oa/
oe
/ue
u-e
/ee/
e-e
/igh/
i-e
Read: oh, their
Write: said
Wk 3
/oa/
o- e
/ar/
a
/ue/
oo
/ow/
ou
Read: looked, called
Write: like, so
Wk 4
/oa/
o
/oo/
u
/ur/
ir
/oi/
oy
Read: asked
Write: there, were
Slide 65
Planning for discrete teaching of
Phase 5 over a week
A week’s planning exemplification
© Crown copyright 2008
Slide 66
Application of phonics
across the curriculum
© Crown copyright 2008
Word recognition
(decoding encoding)
PE
blending and
segmenting
Science
History
Geography
Expanding written
vocabulary
PSHE
Maths
Good word
recognition
Good
comprehension
Positive attitudes
Science
History
Geography
PE
ART
DT
CLL (Literacy)
Understanding of oral and written language
Language comprehension
Reading to learn
Phonics
ART
DT
Slide 68
Phase 5
Using IWB resources
© Crown copyright 2008
Slide 69
Letters and sounds
Phase 5 – Contents
Suggested timetable
Reading
Spelling
Assessment
Word bank
© Crown copyright 2008
Slide 70
Progress check for Phase 5
By the end of Phase 5 children should be able to:
• give the sound when shown any grapheme that has been taught;
• for any given sound, write down 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 three-syllable
words;
• read automatically all the words in the list of 100 high-frequency
words;
• accurately spell most of the words in the list of 100 high-frequency
words;
• form each letter correctly.
© Crown copyright 2008
Slide 71
Remember…
• Phonics is the step up to word
recognition
• Automatic reading of all words –
decodable and tricky – is the ultimate
goal
• Confidence in building word-specific
knowledge of the spelling of words
• Continuous language development
© Crown copyright 2008
Slide 72
Slide 72
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