© Crown copyright 2006 Communication, Language and Literacy Development: Improving phonics subject knowledge A CPD discussion session for Consultants 12 th . October 2006
Mar 31, 2015
© Crown copyright 2006
Communication, Language and
Literacy Development:
Improving phonics subject knowledge
A CPD discussion session for Consultants
12th. October 2006
© Crown copyright 2006
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Objective
• To support consultant colleagues in developing a good and shared knowledge and understanding of phonic principles
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Phonics: The priority for training
‘It is hardly surprising that training to equip those who are responsible for beginner readers with a good understanding of the core principles and skills of teaching phonic work, including those responsible for intervention programmes, has emerged as a critical issue’
The Rose Report
Independent review of the teaching of early reading, Final report, Jim Rose, March 2006 (DfES 0201-2006DOC-EN. ISBN 1-84478-684-6)
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1. What is a phoneme?2. How many phonemes are in the word ‘strap’? 3. a) What is a digraph? b) Give an example4. a) What is a CVC? b) Give an example5. Why has ‘hiss’ got ‘ss’ at the end (and not ‘s’)?6. Why has ‘think’ got a ‘k’ at the end (and not ‘ck’ or
‘c’)?7. a) What is a ‘trigraph’? b) Give an example8. How many phonemes are in the word ‘twenty’? 9. Write down at least four different ways of representing
/ae/10. What is the best guess when you write /ae/ at the end
of a word?
A phonics quiz
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Enunciation
• Teaching phonics requires a technical skill in enunciation
• Phonemes should be articulated clearly and precisely
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Phonic terminology:some definitions
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Some definitions
A phoneme is the smallest unit ofsound in a word
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Some definitions
Grapheme
Letter(s) representing a phoneme
t ai igh
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Some definitions
Blending
Recognising the letter soundsin a written word, for examplec-u-p, and merging or synthesisingthem in the order in which theyare written to pronounce the word ‘cup’
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Some definitions
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
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Some definitions
Segmenting
Identifying the individual sounds in a spoken word (e.g. h-i-m) and writing down or manipulating letters for each sound to form the word ‘him’
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Some definitions
DigraphTwo letters, which make one sound
A consonant digraph contains two consonants
sh ck th ll
A vowel digraph contains at least one vowelai ee ar oy
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Some definitions
Trigraph
Three letters, which make one sound
igh dge
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Some definitions
Split digraph
A digraph in which the two letters are not adjacent (e.g. make)
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Some definitions
Synthetic phonics‘Synthetic phonics refers to an approach to the teaching of reading in which the phonemes [sounds] associated with particular graphemes [letters] are pronounced in isolation and blended together (synthesised). For example, children are taught to take a single-syllable word such as cat apart into its three letters, pronounce a phoneme for each letter in turn /k, æ, t/, and blend the phonemes together to form a word. Synthetic phonics for writing reverses the sequence: children are taught to say the word they wish to write, segment it into its phonemes and say them in turn, for example /d, ɔ, g/, and write a grapheme for each phoneme in turn to produce the written word, dog.’Definition adopted by the Rose Report
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CVC words - some points to
note
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Words sometimes wrongly identified as CVC
bow
few
saw
her
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Consonant digraphs
ll ss ff zzhill pufffizz
sh ch th whship chat thin
ck ng qu xfox sing quick
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p i g s h e e p
s h i p c a r
b o y c o w
f i l l w h i p
s o n g f o r
d a y m i s s
w h i z z h u f f
CVC words – clarifying some misunderstandings
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CVC words – clarifying some misunderstandings
• p i g c h i c k
• s h i p c a r X
• b o y X c o w X
• f i l l w h i p
• s o n g f o r X
• d a y X m i s s
• w h i z z huff
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ll ss ff zz ck
fill miss whizz huff
chick
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Examples of CCVC, CVCC, CCCVC and CCVCC
b l a c k s t r o ngc c v c c c c v
c
f e l t b l a n kc v c c c c v c c
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A segmenting activity
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A segmenting activity
ss
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A segmenting activity
s lls
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A segmenting activity
s l iils
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A segmenting activity
s l i pils p
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A segmenting activity
Segment these words into their constituent phonemes:
shelfdressthinkstringsprintflick
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Segmenting
WORD PHONEMES
shelf sh e l f
dress d r e ss
think th i n k
string s t r i ng
sprint s p r i n t
flick f l i ck
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A basic principle
The same phoneme can be represented in more than one way:
burn
first
term
heard work
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/ae/ /ee/ /ie/ /oe/ /ue/
/oo/ /ow/ /oi/ /ar/ /au/
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/ur/ /air/ /ear/ /n/ /j/
/r/ /s/ /e/
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Sorting activity
• field• grow• moon• swarm• learn• bear• grass
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Word Mistakefield /ie/grow /ow/moon /oo/swarm /ar/learn /ear/bear /ear/grass regional pronunciation
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A basic principle
meat bread
he bed
bear hear
cow low
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The same phoneme can be represented in more than one way
a a-e ai ay ey eighe e-e ea ee yi i-e ie igh yo o-e oa oe owu u-e ue oo ewoo u oulow ou oughoi oyar aor aw ore a oughair are eareer ear
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Certain representations of a phoneme are
more likely in initial, medial and final
position in monosyllabic words
Reducing uncertainty
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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
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Spelling
• There are patterns or regularities that help to determine choices or narrow possibilities – for example for each vowel phoneme some digraphs and trigraphs are more frequently used before certain consonants than others
• Children need to explore these patterns through word investigations
• Teachers need to understand these patterns in order to structure their teaching and design or select appropriate activities
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High frequency words
• The majority of high frequency words are phonically regular
• Some exceptions – for example the and was – should be directly taught
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Key message
• The Rose Report recommended that whatever phonic programme is in use by the school, it should have a systematic progression with clear expectations by teachers and practitioners of the expected pace of teaching and learning
http://www.standards.dfes.gov.uk/rosereview/
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Progression and pace
Activity – Read ‘Guidance for practitioners on progression and pace in the teaching of phonics’http://www.standards.dfes.gov.uk/primary/publications/literacy/pri_fwk_core_pospapers/Consider the implications for the use of current phonic materials and resources in the Foundation Stage and in Key Stage 1