Transcript Activity - WELB CASS

Linguistic Phonics
Coordinator’s Training Pack 2
Key Principles
• Programme is systematic and clearly structured
• The child’s oral language is developed alongside the
phonics
• Phonics are clearly linked to reading and writing
• Sounds are taught quickly and blended into words
from the start
• Teacher modelling is the core teaching strategy
• Problem-solving is the core learning strategy
Implementation
• Yr 1 focuses on phonological awareness
• Diagnostic testing carried out in Yr 2 to set the
baseline
• Yr 2 aim to cover Stages 1-5
• Move On!
• Yr 3 revisit all Stages and focus on Stage 5
• Yr 4 revisit, consolidate and cover Stage 6
• KS2 follow the same process using age-appropriate
words
• Set aside15 mins every day
• Emphasis is on oral and practical work
Searchlight Model
Phonics
Syntax
Context
Word Knowledge
The Pure Sounds
• Voiced
• Unvoiced
• Vowels
How many sounds in…….?
Stage 1: One-Letter, One-Sound
Rationale
To enable the child to understand that words are made up of sounds which are represented
by letters and to learn the most common sound/letter combinations. The child will then be
able to use this knowledge to read and spell words.
Knowledge
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sounds are represented by letters
one letter to one sound correspondence with cvc vc words
we sound across words from left to right
Skills
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segmenting
blending
manipulating phonemes to make new words
Skills:
 hear sounds in words
 segment
 blend
 manipulate phonemes
Lesson 1 : Word building
1
p
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2
t
3
a
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Activity
• Practise lesson working in pairs
• Use the whiteboards
Lesson 2: Generating new words
• Activity
Phoneme manipulation using paper squares
Stage 2: More complex and longer words
Rationale
To provide the learner with experience of reading and spelling words
which have more complex structures so that they are able to read and
spell with accuracy and confidence.
Knowledge
 sounds are represented by letters
 one letter to one sound correspondence, with vcc,cvcc,ccvc words
Skills
 segmenting
 blending
 manipulating phonemes
• Lesson 1 and 2 : Word Building
• Activity: picture cards and whiteboards
• Lesson 3: Generating nonsense words
Stage 3:Multi-syllable words
one-letter, one-sound
Rationale
To enable the learner to read and spell longer, multi-syllable words accurately
without adding or omitting sounds, thereby extending their vocabulary.
Knowledge
 sounds are represented by letters
 one-sound to one letter correspondence
 longer words are made up of blocks of sound
Skills
 To identify blocks of sound (syllables) in words
 To segment blocks of sound (syllables) in words
 To blend blocks of sound (syllables) together to make whole words
• Lesson 1: Word Building
• Activity
Practise lesson1 with whiteboards
• Activity
Read section on reading and
responding to errors
Stage 4:Sounds represented by more than one letter
Rationale
To help the child to recognise that a sound can be represented by more than one
letter so that they are able to read and spell an increasing number of words.
Knowledge
 sounds are represented by letters
 one sound can be represented by more than one letter ll,zz,ck,th,ch,sh,ng
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
Skills
segmenting
blending
manipulating phonemes
identifying sounds represented by more than one letter
• Lesson 1: Word-building- double letters
• Activity: Listen for the target sound
• Lesson 2: Word Building
• Activity: Practise Lesson 2 using paper
squares
Stage 5: Categorizing sounds
Rationale
To provide the child with the knowledge and skills needed to categorize sounds
so that the orthographic diversity of the English language can be managed and
understood
Knowledge
 the same phoneme can be represented in more than one way and the same
spelling may represent more than one sound (eg. tea me tree happy)
 The same spelling may represent more than one sound (teach,bread)
 The accepted way of spelling high frequency words
Skills
 segmenting
 blending sounds
 identifying and categorizing various representations of the same sound
• Listen for the target sound
• Lesson 1a: Categorizing sounds
• Activity: Practise Lesson 1
• Activity; Using paper squares
• Lesson 1b: Separated sound
• Activity: Using paper squares
• Activity
Word Sort – Read (say), sort, find
•
Lesson 2: Categorizing Sounds
(The same grapheme may represent more than one
phoneme)
• The importance of context – the overlap lesson
• Reading and responding to errors
Stage 5
The children at this stage can:
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recognise the one – one sound/symbol relationship
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work left to right across a word
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segment, blend and manipulate sounds
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hear and see blocks of sounds in words
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segment and blend blocks of sound
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recognise that sounds can be represented by more than one letter
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recognise that the same phoneme can be spelt in more than one way
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recognise that the same spelling may represent more than one sound
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identify and recognise various representations of the same sound
Stage 6:Multi-syllable words with orthographic
diversity
Rationale
To enable the child to read and spell Multi-syllable words with increasing
accuracy and to be aware of the use of schwa vowels and Latin and
Greek endings.
Knowledge
 sounds are represented by letters
 impact of schwa vowels on pronunciation
 common Latin endings
Skills
 identifying blocks of sound in words
 segmenting and blending blocks of sound in words
 recognising and deciding on appropriate sounds and representations
Activity:
• Practise Lesson 1: Word-building
• Practise Lesson 2: Reading into a
word
• Reading and responding to errors
– see file
Key Messages
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Lessons
Problem-solving
Partner working
Say the words
KStage 2
Move on!
Words the children know
Modelled Shared and Guided
Reading for meaning
Whole school