Communication Language and Literacy Development

1. Communication Language and LiteracyDevelopment Letters and Sounds Working on Phase 5

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

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

4. Phase 5 • Discuss with your elbow partner the Phase 5 teaching issues you have found or are concerned about

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.

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.

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-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)

9. Subject knowledge and systematic teaching and learning of phonics

10. Phonics at a glance phonics is skills ofsegmentationand blending knowledge ofthe alphabeticcode +

11. identifying sounds in spoken words; • recognising the common spellings of each phoneme; • blending phonemes into words for reading; • segmenting words into phonemes for spelling. Phonics consists of:

12. Some definitions A phonemeis the smallest unit of sound in a word.

13. Some definitions Grapheme Letter(s) representing a phoneme. t ai igh

14. Phonemes and graphemes phoneme smallest unit of sound in a word grapheme a letter or sequence of letters that represents a phoneme Terminology

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.

16. 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/

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’.

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.

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’.

20. 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. • Blending • 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. Blending and Segmentation

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

22. Some definitions Trigraph Three letters, which make one phoneme. igh dge

23. Some definitions Split digraph A digraph in which the two letters are not adjacent – e.g. ‘make’.

24. Enunciation • Teaching phonics requires a technical skill in enunciation • Phonemes should be articulated clearly and precisely

25. ‘ss’ at the end of a word a e i o u mass mess miss moss fuss lass dress kiss loss grass Bess hiss boss guess Ross Jess toss less Tess bus gas yes this pus Double ‘ss’ appears at the end of a word when: …a short vowel is in the middle of a one-syllable word.

26. 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

27. These words each have three phonemes (separate sounds). Each of these phonemes is represented by a grapheme.

28. Sound buttons rain bright slaughter witch

29. speed crayon slight toast broom foil

31. Using a phoneme frame

32. Segmenting WORD PHONEMES bleed creed deed speed weed greed

33. Segmenting WORD PHONEMES bleed b l ee d creed c r ee d deed d ee d speed s p ee d weed w ee d greed g r ee d

34. CVC words - some points to note…

35. Words sometimes wrongly identified as CVC bow few saw her

36. Words sometimes wrongly identified as CVC bow few saw her

37. Consonant digraphs ll ss ff zz hill, mess, puff, fizz sh ch th wh ship, chat, thin, whip ng qu ck sing, quick

38. CVC words – clarifying some misunderstandings pig chick church car boy down curl wheel thorn for day dear head shirt

39. pig chick church car boy down curl wheel thorn for day dear head shirt

40. pig chick church car boy down curl wheel thorn for day dear head shirt

41. pig p i g chick ch i ck church ch ur ch car c ar boy b oy down d ow n curl c ur l wheel wh ee l thorn th or n for f or day d ay dear d ear head h ea d shirt sh ir t

42. Examples of CCVC, CVCC, CCCVC and CCVCC b l a ck s t r ea m c c v c c c c v c f ou n d b l a n k c v c c c c v c c

43. Consonant phonemes and their moreusual graphemic representations /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 /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

44. Vowel phonemes and a commongraphemic representation

45. Some other ways of representing vowel phonemes

46. Grapheme choices glay glai proyn proin strou strow sproat sprowt dryt dright smayn smain groy groi

47. Vowel digraphs followed bya consonant or in a final position

48. Vowel digraphs (cont.)

49. Teaching the split digraph tie time tree these toe tone cue cube ?ae cave

50. Which of these words contain a split digraph? time made spike have come bride some shine