Slide 1 © Crown copyright 2008 Communication Language and Literacy Development Letters and Sounds Working on Phase 5
Mar 26, 2015
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Communication Language and Literacy
Development
Letters and SoundsWorking on Phase 5
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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
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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
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Phase 5
• Discuss with your elbow partner the Phase 5 teaching issues you have found or are concerned about
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Progress check for Phase 3By 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.
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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.
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Progress Tracking• Revised phonics tracking sheet• Spans the EYFS and KS1• Information indicates the phases children are
currently ‘working on’ linked to ongoing day-to-day 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)
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Subject knowledge and systematic teaching and
learning of phonics
Phonics at a glance
phonics isphonics is
skillsskills of ofsegmentationsegmentationand blendingand blending
knowledgeknowledge of ofthe alphabeticthe alphabetic
codecode+
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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.
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Some definitions
A phoneme is the smallest unit of sound in a word.
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Some definitionsGrapheme
Letter(s) representing a phoneme.
t ai igh
Phonemes and graphemes
phoneme
smallest unit of sound in a word
grapheme
a letter or sequence ofletters that represents
a phoneme
TerminologyTerminology
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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.
Letters and phonemesLetters and phonemesLetters: 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/
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Some definitionsBlending
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’.
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Some definitionsOral blending
Hearing a series of spoken sounds(phonemes) and merging them together to makea 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 1before blending and reading printed words.
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Some definitionsSegmenting
• 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’.
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Blending and SegmentationBlending
• Merging the individual phonemes together to pronounce
a word.
• To read unfamiliar words a child must recognise (sound out) each grapheme, not each letter, then
merge the phonemes together to make a word.
Segmentation
• Hear and say the individual phonemes within words.
• In order to spell, children need to segment a word into its component phonemes and
choose a grapheme to represent each phoneme.
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Some definitionsDigraphTwo 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
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Some definitionsTrigraph
Three letters, which make one phoneme.
igh dge
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Some definitionsSplit digraph
A digraph in which the two letters are not adjacent – e.g. ‘make’.
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Enunciation
• Teaching phonics requires a technical skill in enunciation
• Phonemes should be articulated clearly and precisely
‘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.
pusthisyesgas
bus
Tess
less
tossJess
Rossguess
bosshissBessgrass
losskissdresslass
fussmossmissmessmass
uoiea
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
shockclocksickrackpeckkick
tickrocklocknecksockduck
1 2 3
c a t
b ir d
f i sh
kn igh tThese words each have three phonemes (separate sounds). Each of these phonemes is represented by a grapheme.
Sound buttons
rain bright
witch slaughter
foilbroom
toastslight
crayonspeed
speed crayon
slight toast
broom foil
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Using a phoneme frame
Segmenting
greed
weed
speed
deed
creed
bleed
PHONEMESWORD
Segmenting
deerggreed
deewweed
deepsspeed
deeddeed
deerccreed
deelbbleed
PHONEMESWORD
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CVC words - some points to note…
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
pig chick
church car
boy down
curl wheel
thorn for
day dear head shirt
CVC words – clarifying some misunderstandings
shirthead
dearday
forthorn
wheelcurl
downboy
carchurch
chickpig
head
day
thorn
curl
boy
church
pig
shirt
dear
for
wheel
down
car
chick
deahhead
aydday
norththorn
lurccurl
oybboy
churchchurch
gippig
tirshshirt
earddear
orffor
leewhwheel
nowddown
arccar
ckichchick
Examples of CCVC, CVCC, CCCVC and CCVCC
b l a ck s t r ea mc c v c c c c v c
f ou n d b l a n kc v c c c c v c c
Consonant phonemes and their moreusual 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 commongraphemic representation
vowels representative words
vowels representative words
/a/ cat /oo/ look
/e/ peg /ar/ cart
/i/ pig /ur/ first
/o/ log /or/ torn
/u/ plug /au/ haul
/ae/ pain /er/ wooden, sister
/ee/ sweet /ow/ shout
/ie/ tie /oi/ coin
/oe/ road /air/ stairs
/ue/ moon /ear/ fear
Some other ways of representing vowel phonemes
vowels representative word
vowels representative word
/a/ cat /oo/ look, would, put /e/ peg, bread /ar/ cart, fast (regional) /i/ pig, wanted /ur/ burn, first, term, heard,
work /o/ log, want /or/ torn, door, warn /u/ plug, love /au/ haul, law, call /ae/ pain, day, gate,
station /er/ wooden, circus, sister
/ee/ sweet, heat, thief, these
/ow/ down, shout
/ie/ tie, light, my, shine, mind
/oi/ coin, boy
/oe/ road, post, stole, toe
/air/ stairs, bear, hare
/ue/ moon, blue, grew, tune
/ear/ fear, beer, here
Grapheme choices
glay glai
proyn proin
strou strow
sproat sprowt
dryt dright
smayn smain
groy groi
Vowel digraphs followed bya consonant or in a final position
followed by a consonant 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 (park ar (far)
ur (turn) ir (first) er (fern)
ur (fur) ir (fir) rer (her) ear (learn)
ou (loud) ow (crown, down, drown, brown)]
ow (how)
oi (join) oy (boy)
oo (look) u (put) oul (could)
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
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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
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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
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• 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
Teaching high-frequency words
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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
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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
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Direct teaching of phonics
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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
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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.
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Planning discrete teaching of Phase 5
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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
Model for daily teaching of phonics skills and knowledge
REVISIT AND REVIEWrecently and previously learned phoneme-grapheme correspondences, and blending and
segmenting skills as appropriate
TEACHnew phoneme-grapheme correspondences; skills of blending and segmenting
PRACTISEnew phoneme-grapheme correspondences; skills of blending and segmenting
APPLYnew 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
Read: asked
Write: there, were/oi/
oy
/ur/
ir
/oo/
u
/oa/
o
Wk 4
Read: looked, called
Write: like, so/ow/
ou
/ue/
oo
/ar/
a
/oa/
o- e
Wk 3
Read: oh, their
Write: said/igh/
i - e
/ee/
e - e
/ue
u - e
/oa/
oe
Wk 2
Read: Mr, Mrs, people
Write: some, have, come
/ai/
a –e
/igh/
ie
/ee/
ea
/ai/
ay
Wk 1
Irregular/high-frequency words
New graphemes to be taught over a week ( 4 per week )
Phase 5
Phase 5 Weeks 1 – 4
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Planning for discrete teaching of Phase 5 over a week
A week’s planning exemplification
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Application of phonics across the curriculum
Word
recog
nit
ion
Language comprehension
Phonics(decoding -encoding)
blending and segmenting
Expanding writtenvocabulary
Good word recognition
Goodcomprehension
Positive attitudes
Understanding of oral and written language
CLL (Literacy)
Maths PEARTDT
PSHE
ScienceHistory
Geography
ScienceHistory
Geography
PE
ARTDT
Read
ing
to
learn
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Phase 5
Using IWB resources
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Letters and sounds
Phase 5 – Contents
Suggested timetableReadingSpellingAssessmentWord bank
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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.
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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
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