Progression in phonic knowledge

Fleetville Infant and Nursery School

September 2015

ObjectivesTo support parents in:

• Understanding the ‘Simple View of Reading’

• Developing a shared understanding of phonic principles & progression;

• Knowing how we deliver the teaching

sequence in school

• Knowing how we use tracking and assessment across the phases

Reading by sixHow the best schools do it (Ofsted 2011)

The rigorous way in which daily systematic phonics work was conducted in the schools was impressive. In all cases, the teachers and teaching assistants knew exactly what they were doing and why. They understood the fundamental principles that lay behind the need for children to know letter–sound correspondences and to learn the skills of blending and segmenting to decode and spell words.

They knew the sequence in which the letter–sound correspondences were to be taught, the way in which different resources should be used and how children were best grouped and managed. They observed and assessed children’s understanding and progress minutely. They used a range of strategies to ensure that all the children participated actively and that learning was enjoyable as well as productive. The phonics sessions observed were fast-paced. The staff were passionate about teaching children phonics and showing them how to use their knowledge and skills to read, spell and write.

‘Simple View of Reading’

• Successful reading demands both word level reading and the ability to comprehend what has been read.

• Children now need to use phonic knowledge as their first strategy to read a new word.

• It captures the idea that reading comprehension depends on oral language skills.

• It highlights that the reader’s/listener’s general knowledge and level of cognitive development will have a bearing on their comprehension.

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Word recognition

Good word recognition, good language comprehension

Good word recognition, poor language comprehension

Good language comprehension,

poor word recognition

Poor word recognition, poor language comprehension

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Word recognition

Further application of spelling within writing, more accurate use of phonemes and higher order comprehension skills e.g. inference

Develop vocabulary across the curriculum with a focus on comprehension.

Develop use of oral language (phase 1) across all curriculum areas. Daily discrete teaching of phonics.

Daily discrete phonics and application across the curriculum.

Next steps for learning using the SVoR

PHONICS QUIZ

1. Define: a) phoneme b) grapheme c) blend d) segment e) cvc word

2. How many phonemes in the English language?

3. Explain the difference between a consonant cluster and a consonant digraph. Give 3 examples of each…

4. How many phonemes are there in each of these words? cat cow fox choose strength

5. List 3 of the spelling choices for the vowel phoneme /oe/, as in ‘go’

6. List 3 other spelling choices for the vowel phoneme /ie/, as in ‘tie’

7. Nigel in Y1 is reading. He comes to the word ‘stiff’, pauses, then says ‘suh’, ‘tuh’, ‘ih’, ‘fuh’, ‘fuh’. What might you say to him?

Phase 1:Phonological awareness

(FS1 and FS2)

Early phonological awareness1 Environmental sounds 2 Instrumental sounds3 Body percussion 4 Rhythm and rhyme5 Alliteration 6 Voice sounds7 Oral blending

3 strands : 1. Tuning into sounds (auditory discrimination)

2. Listening and remembering sounds ( auditory memory and sequencing)

3. Talking about sounds (developing vocab and lang comp)

Phase 1• No expectation that letters (graphemes) are introduced

• Children who can hear phonemes in words and sound them out accurately are generally well placed to make a start with reading and writing

• Only segment or blend the last word in a sentence.

• Enunciate the phonemes very clearly

Technical Terms

Phoneme

Phoneme: smallest unit of sound in a word

Phonemes are represented visually by graphemes

A phoneme can be represented/spelled in more than one way cat, kennel

.

Grapheme• Grapheme: letter(s) visually

representing the phoneme, e.g. t, ai

• There are always the same amount of graphemes in a word as phonemes.

• A grapheme may consist of: one letter (t) two letters (kn) called a digraph three letters (igh) called a trigraph four letters (ough) called a quadgraph • The same grapheme may represent more

than one phoneme me, met

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.

Oral segmenting

• The adult says the word e.g. duck and the child has to give the phonemes that they hear:

d - u – ck

• This is an important skill that aids spelling through phases 2 – 6

• Children who struggle to orally segment often leave phonemes out when spelling longer words e.g. ‘blank’ becomes ‘bank’

Enunciation• Teaching phonics requires a technical skill in

enunciation• Phonemes should be articulated clearly and

precisely• The children should be able to see the

teachers mouth during the teaching sequence• Use of mirrors supports articulation • Anyone supporting children with phonics

should watch articulation DVD clip in ‘Letters and Sounds’

Phase 2 (FS)

• Teach 19 phonemes and move the children on from oral blending and segmenting to using letters.

• They will learn letter names used to teach digraphs e.g. ‘ll’ , ‘ss’ ‘ck’

• The children should be able to read VC and CVC words and spell them using magnetic letters including alien words such as ‘ip’, ‘ug’ and ‘ock’

• Introduce some high frequency ‘tricky’ words: the, to, I, no, go

Phase 2

• Sounds are introduced in sets

Set 1: s a t pSet 2: i n m d Set 3: g o c kSet 4: ck e u rSet 5: h b f ff l ll ss

Activity: How many words can you make?

s a t p i n m d

make as many CVC & CV words as you can.

Phase 3 (FS)

• Children will enter phase 3 once they are secure with most of the 19 phonemes and are able to blend and segment

• Teach another 25 graphemes, most of them comprising of two letters.

• Children will learn to represent each of about 42 phonemes by a grapheme.

• Children continue to practise cvc blending and segmentation including alien words

• They will apply their knowledge of blending and segmenting to reading and spelling simple two syllable words and captions.

• They will learn to read more tricky words: he, she, we, me, be, was, my, you, her, they, all, are

• They learn to spell tricky words from phase 2

Phase 3

Letter progression and graphemes continued

Set 6: j v w xSet 7: y z zz quSet 8: ch sh th ng

Teach: ai ee igh oa oo ar or ur ow oi ear air ure er

Activity: Phoneme frame

chain

lock ring

Answers: blend to read your word

ch ai n l o ck

r i ng

Words sometimes wrongly identified as CVC words:

bow

few

saw

her

pig chick

ship car

boy cow

fill whip

song for

day miss

whizz huff

Activity: which of these are not CVC words?

pig chick

ship car X

boy X cow X

fill whip

song for X

day X miss

whizz huff

Answers: which of these are not CVC words?

Phase 4 (FS and Y1)

• Children move into phase 4 when they can represent each of the 42 phonemes by a grapheme and use phonemes to blend and segment cvc words.

• Phase 4 consolidates children’s knowledge of graphemes in reading and spelling words containing adjacent consonants and polysyllabic words.

• They will learn to read and spell CVCC and CCVC

• They will learn to read more tricky words - some, one, said, come, do, so ,were, when, have, there, out, like, little, what

• They write the tricky words taught in phase 3

Phase 4: Introducing consonant clusters: word-building using four or

more phonemesConsonant cluster: Two or three phonemes blended together

in speech. You hear each sound separately and there is a letter to represent each sound. (scr-, bl-, -mp)

• Consonant clusters are often incorrectly classified as digraphs or trigraphs e.g.

tr as in ‘trap’ spl as in ‘splash’• This can lead to spelling difficulties if the children doesn’t hear/

represent each phoneme.

Phase 4: Examples of CCVC, CVCC, CCCVC and CCVCC

wordsb l a ck s t r o ng

c c v c c c c v c

f e l t b l a n k

c v c c c c v c c

ils p

Segmenting

Segment these words into their constituent phonemes:

think

floating

shampoo

sport

crunch

flick

Activity: segmenting

Answers: Segmenting

WORD PHONEMES

think th i n k

floating f l oa t i ng

shampoo sh a m p oo

sport s p or t

crunch c r u n ch

flick f l i ck

Phase 5 (throughout Y1)

• This phase enables children to broaden their knowledge of graphemes and phonemes for use in reading and spelling.

• When spelling words they will learn to choose the appropriate graphemes to represent phonemes and begin to build word-specific knowledge of the spellings of words.

• Children may still be making phonetically plausible attempts at spelling but may be more accurate with their reading

e.g. ‘a noyzy trane at the stayshun’

Phase 5

• Teach new graphemes for reading ay, ou, ie, ea, oy, ir, ue, aw, wh, ph,

ew, oe, au, a-e, e-e, i-e, o-e, u-e

• Always remind the children of the one taught in phase 3 /ai/ - ay , a-e

• Do not teach all grapheme variations for a phoneme together in one week

e.g. /oa/ oe , o-e, o

Phases 5 & 6:•Learning that the same phoneme can be represented in more than one way

burn

first

term

heard work

meat bread

he bed

bear hear

cow low

Fin/find, hot/cold, cat/cent, got/giant, but/put, cow/blow, tie/field, eat/bread, farmer/her, hat/what, yes/by/very, chin/school/chef, out/shoulder/could/you.

Learning that the same grapheme can represent more than one phoneme:

Phases 5 & 6:

Activity: Phoneme spotter story

A Real Treat! (ee)

ai ay a-e eigh ea rare

Maid

Paid

Fail

Nail

Tail

Claim

Brain

Bait

wait

Day

may

play

spray

crayon

delay

Came

Game

Same

Blame

Name

Pane

Face

late

space

Eight

Weight

sleigh

Great

Break

steak

Activity: What do you notice about these words ? tricky

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

Phases 5 & 6

exploring spelling rules and conventions

Technical terms for Phases 5 & 6

Split vowel digraph: Two letters making the same sound even though they are forced apart. (tale, flute)

Friendly “e”

Teaching the split digraph

tie time

toe tone

cue cube

?ae came

thee these

Teaching phase 5 and below • Phonic prompts on wall or table top

• Access to phonic resources in class

• Practise oral blending and segmenting

• Display tricky words • Mark work according to phase so as not to discourage

plausible attempts

• Small group/TA consolidation support • Opportunities for application in guided/shared reading and

writing

Phase 6 (throughout Y2)

By this stage children should know most of the common grapheme – phoneme correspondences.

They should be able to read hundreds of words doing this in three ways:

• Reading the words automatically if they are very familiar• Decoding them quickly and silently because their

sounding and blending routine is well established • Decoding them aloud.• Children’s spelling should be phonetically accurate although it may still be a little unconventional at times. Spelling usually lags behind reading , as it is harder.

Phase 6 Teaching programme

•Teaching the past tense•Teaching compound words and root words • Learning how to add suffixes and prefixes• Spelling longer words• Finding and learning tricky bits in words• Developing strategies for remembering spellings (rules and conventions)• Application of spelling in writing (proofreading)• Etymology e.g. ‘tri’, ‘bi’, ‘oct’• Homophones e.g. too, to ,two

Teaching at phase 5 and 6

Should include:• phoneme frames (adapt no. of

boxes according to phase)• sound buttons• grapheme keyboard• whiteboard & pen• spelling prompt cards• spelling log

Teaching sequence

• Four part teaching sequence• 15 – 20 mins everyday throughout the

year.• Taught in whole class as well as

differentiated or mixed ability groups.• All children must be able to see the

practitioner.• Phonics Bug

Teaching sequenceINTRODUCTION

Objectives and criteria for successREVISIT AND REVIEW

Recently and previously learned grapheme-phoneme correspondences, or blending and

segmenting skills as appropriateTEACH

New grapheme-phoneme correspondences; skills of blending and segmenting

PRACTISENew grapheme-phoneme correspondences; skills

of blending and segmenting APPLY

New knowledge and skills while reading/writing

Tracking Progress

• Phonics tracking sheet • 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.

• Boosters and Catch-Up

Not all children will learn at the same rate!

• Your child should be supported whatever their rate of learning

• There is a very close link between difficulty with phonics and hearing, so if your child is making progress more slowly than expected, it is worth having their hearing checked.

Year 1 Phonics Screening

• Government check of phonic decoding at the end of Year 1

• The check is focused solely on decoding using phonics.

• The check will identify pupils who need additional support from their school to catch up.

• Opportunity to retake in Year 2

How you can help::

• Articulation • Terminology • How to use phoneme frames to blend and segment• How to read a tricky word• Reading to and with your child regularly• The importance of speaking and listening

at home

PHONICS QUIZ1. Define: a) phoneme b) grapheme c) blend d) segment e) cvc word

2. How many phonemes in the English language?

3. Explain the difference between a consonant cluster and a consonant digraph. Give 3 examples of each…

4. How many phonemes are there in each of these words? cat cow fox choose strength

5. List 3 of the spelling choices for the vowel phoneme /oe/, as in ‘go’

6. List 3 other spelling choices for the vowel phoneme /ie/, as in ‘tie’

7. Nigel in Y1 is reading. He comes to the word ‘stiff’, pauses, then says ‘suh’, ‘tuh’, ‘ih’, ‘fuh’, ‘fuh’. What might you say to him?

BUT…..

Blaenau Ffestiniog

Blienie...Blaynar…Blienar

Knowledge of the language system

Phonics = Reading?

Abnake onig dhannu bad

Shukria buhat buhat

Obrigado muito

Grazie molto

Thank you very much!

Bengali

Urdu

Portugese

Italian

Inference & Deduction

Are you a fluent reader?

Thelo na sas bo efharisto bou irthete na agousete bos mathenoun na thiavazoun da bethia sas.

Elbizomen bos ivrede do vrathi hrisimo.

Comprehension

What does this say?

Context!

Contextual cues

End Note

• Phonics are important• We thinks so, OFSTED say so and

the DfE have decided its true!

BUT…..• There are other tools in learning to

read and write and we must teach children as many different strategies as possible to capture all styles of learning.