Transcript phoneme

Primary
National Strategy
Teaching Phonics
© Crown Copyright 2006
Aims of the Session
To :
• support teachers and teaching assistants in
developing a good understanding of phonic
principles
• examine the 6 phases of phonic development;
• consider assessment and tracking;
• direct colleagues to appropriate resources.
2
Enunciation
• Teaching phonics requires a technical
skill in enunciation
• Phonemes should be articulated clearly
and precisely
3
Phonic terminology:
some definitions
A phoneme is the smallest unit of sound
in a word
A grapheme is the letter, or letters,
representing a phoneme
t
ai
igh
4
Blending
Blending is 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’
5
Segmenting
Segmenting is identifying the
individual sounds in a spoken
word (e.g. ‘him’ = h – i - m) and
writing down letters for each
sound to form the word.
6
Digraph
Two letters, making one sound
A consonant digraph contains two
consonants
sh ck th ll
A vowel digraph contains at least one
vowel
ai ee ar oy
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Trigraph
Three letters making one sound
igh
dge
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Split digraph
A digraph in which the two letters
making the sound are not adjacent,
(e.g. make)
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Synthetic phonics
For reading:
phonemes [sounds] associated with particular
graphemes [letters] are pronounced in isolation
and blended together (synthesised).
For writing:
Words are segmented into phonemes orally, and
a grapheme written to represent each phoneme.
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CVC Words
Sorting Activity
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CVC words
pig
ship
fill
song
whizz
chick
whip
miss
huff
boy
day
car
cow
for
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Phase One
In developing their phonological awareness
children will improve their ability to
distinguish between sounds and to speak
clearly and audibly with confidence and
control.
Through speaking and listening activities,
children will develop their language
structures and increase their vocabulary.
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Enjoy listening to noises
• Environmental
• Instrumental
• Speech sound discrimination
• Making sounds with their own voices
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Video
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Phase One Outcomes
• Explore and experiment with sounds and words
• Listen attentively
• Show a growing awareness and appreciation of
rhyme, rhythm and alliteration
• Speak clearly and audibly with confidence and
control
• Distinguish between different sounds in words
• Develop awareness of the differences between
phonemes
16
Phase Two
To introduce grapheme-phoneme
(letter-sound) correspondences
17
Phase Two Outcomes
• Children know that words are constructed from
phonemes and that phonemes are represented
by graphemes
• They have knowledge of a small selection of
common consonants and vowels.
• They blend them together in reading simple
CVC words and segment them to support
spelling.
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Model for the daily direct teaching of
phonics skills
Revisit and Review
Teach
Practise
Apply
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Phase Three
To teach children one grapheme for
each of the 44 phonemes in order to
read and spell simple regular words.
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Phase Three
Video sequence
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Phase Three Outcomes
• Children link sounds to letters, naming and
sounding the letters of the alphabet.
• They recognise letter shapes and say a sound for
each.
• They hear and say sounds in the order in which
they occur in the word,
• They read simple words by sounding out and
blending the phonemes all through the word from
left to right.
• They recognise common digraphs and read some
high frequency words.
22
Phase Four
To teach children to read and spell
words containing adjacent
consonants.
dog, black, flat, strip, chest
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Phase Four
Activities from Playing with Sounds
• Phoneme frame – to spell words
• Sound buttons –blending
• Countdown for blending
• Silly sentences
• Quickwrite for spelling
• Full circle – spelling
• NSEW
Discussion
24
Phase Four Outcomes
• Children are able to blend and segment
adjacent consonants in words
• They apply this skill when reading
unfamiliar texts and in spelling.
25
Phase Five
Teaching children to recognise and use
alternative ways of pronouncing the
graphemes and spelling the phonemes
already taught.
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Same letters, different sounds
mean
bread
read
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Same sound, different letters
may
make
pain
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A Real Treat
Tom was very happy. It was the weekend and he was off
to the beach with his mum and dad, his puppy and baby
Pete.
‘Help me pack the green bag,’ said mum. ‘We need sun
cream and lots to eat.’
Tom got into his seat in the back of the car and the
puppy got on his knee. Pete held his toy sheep. Off they
went. Beep! Beep!
At the end of the street there was a big truck. It had lost a
wheel.
‘Oh, no,’ said Tom. ‘We’ll be here for a week!’
Dad went to speak to the driver to see if he could help.
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A Real Treat
Tom was very happy. It was the weekend and he was off
to the beach with his mum and dad, his puppy and baby
Pete.
‘Help me pack the green bag,’ said mum. ‘We need sun
cream and lots to eat.’
Tom got into his seat in the back of the car and the
puppy got on his knee. Pete held his toy sheep. Off they
went. Beep! Beep!
At the end of the street there was a big truck. It had lost a
wheel.
‘Oh, no,’ said Tom. ‘We’ll be here for a week!’
Dad went to speak to the driver to see if he could help.
30
Phase Five Outcomes
Children will:
• use alternative ways of pronouncing the graphemes and
spelling the phonemes corresponding to long vowel
phonemes.
• identify the constituent parts of two-syllable and threesyllable words and be able to read and spell phonically
decodable two-syllable and three-syllable words.
• recognise an increasing number of high frequency words
automatically.
• apply phonic knowledge and skills as the prime approach
in reading and spelling when the words are unfamiliar and
not completely decodable.
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Phase Six
Teaching children to develop their skill and
automaticity in reading and spelling, creating everincreasing capacity to attend to reading for
meaning.
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Phase Six Outcomes
Children will:
• Apply their phonics skills and knowledge to
recognise and spell an increasing number of
complex words.
• Read an increasing number of high and
medium frequency words independently and
automatically.
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Steps to Phases
CLLD Phonic phases
Playing with sounds
Steps
1
1
2
2
3i
2-4
3ii
2-4
3iii
2-4 +elements of 6
4
5
5
6 and beyond
6
6 + 7 and beyond
EYFS - CLL – Linking
sounds and letters (also
see FS profile and NLS)
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Application
• In
shared and guided reading and writing
• Across the curriculum
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Assessment and Tracking
• Phase descriptors
• Tracking sheet
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Developing learning across a week
• Discrete daily teaching of phonics
• Daily application in shared reading and
writing
• Daily application across the curriculum
• Application in guided reading
• Application in guided writing
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New PNS Materials
‘Letters and Sounds’
• To be launched in May
• Five copies into every school in May
• Training in Autumn Term 2007
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Assessing your phonics programme
Resource available to
support schools in assessing
their phonics programmes.
Further supporting materials
available at:
www.standards.dfes.gov.uk/phonics
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Questions
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