Communication Language and Literacy Development

Communication Language and Literacy Development
01/05/08 Communication Language and Literacy Development Letters and Sounds Working on Phase 5 1

01/05/08 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

Agenda Progress check: Phases 3 and 4 Subject knowledge
01/05/08 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

01/05/08 Phase 5 Discuss with your elbow partner the Phase 5 teaching issues you have found or are concerned about

Progress check for Phase 3
01/05/08 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. Single syllable words consisting of Phase 2 and Phase 3 graphemes Read tricky words: he, she, we, me, be was, my, you, her, they all, are Spell tricky words: the, to, I no, go

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.

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)

01/05/08

Subject knowledge and systematic teaching and learning of phonics
01/05/08 Subject knowledge and systematic teaching and learning of phonics To work successfully in Phase 5, teachers and practitioners need to develop a good knowledge of the alphabetic code from Phase 2 through to Phase 5. It is therefore essential frequently to revisit subject knowledge, to develop a deeper understanding of how the code works in order to support learning and teaching in Phase 5.

skills of segmentation and blending knowledge of the alphabetic code
01/05/08 Phonics at a glance phonics is skills of segmentation and blending knowledge of the alphabetic code + Explanation a phoneme can be represented by one or more letters sh, th, ee the same phoneme can be represented/spelled in more than one way rain, may, lake the same spelling may represent more than one phoneme mean, deaf 10

Phonics consists of: identifying sounds in spoken words;
01/05/08 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:

Some definitions A phoneme is the smallest unit of sound in a word.
01/05/08 Some definitions A phoneme is the smallest unit of sound in a word.

Some definitions Grapheme Letter(s) representing a phoneme. t ai igh
01/05/08 Some definitions Grapheme Letter(s) representing a phoneme. t ai igh

Phonemes and graphemes
01/05/08 Phonemes and graphemes Terminology phoneme smallest unit of sound in a word grapheme a letter or sequence of letters that represents a phoneme

Phonemes and graphemes
01/05/08 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 phonemes 01/05/08 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/ Explain that a grapheme is a letter or letters making one phoneme. eg. there are not three graphemes in /igh/ three letters, one grapheme, one phoneme.

Some definitions Blending Recognising the phonemes in a
01/05/08 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’. p – ai – d paid s – w – ee – p sweep

Some definitions Oral blending Hearing a series of spoken sounds
01/05/08 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.

Some definitions Segmenting
01/05/08 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’.

Blending and Segmentation
01/05/08 Blending and Segmentation 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. 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.

Some definitions Digraph Two letters, which make one phoneme.
01/05/08 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 Consonant digraphs are not identified as in CVC words. Ship is ‘digraph vowel consonant’ CVC. Church is ‘consonant digraph vowel consonant digraph’ CVC.

Some definitions Trigraph Three letters, which make one phoneme.
01/05/08 Some definitions Trigraph Three letters, which make one phoneme. igh dge

Some definitions Split digraph
01/05/08 Some definitions Split digraph A digraph in which the two letters are not adjacent – e.g. ‘make’.

Enunciation Teaching phonics requires a technical skill in enunciation
01/05/08 Enunciation Teaching phonics requires a technical skill in enunciation Phonemes should be articulated clearly and precisely

pus this yes gas bus Tess less toss Jess Ross guess boss hiss Bess
01/05/08 ‘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. pus this yes gas bus Tess less toss Jess Ross guess boss hiss Bess grass loss kiss dress lass fuss moss miss mess mass u o i e a Exceptions in red Contraction of omnibus – bus Letter set 5

Why has ‘think’ got a ‘k’ at the end and not ‘ck’ or ‘c’?
01/05/08 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 Letter set 4 Consonant ‘c’ not usually used at the end of a word Short vowel /a/ /e/ /i/ /o/ /u/ shock clock sick rack peck kick tick rock lock neck sock duck

01/05/08 1 2 3 c a t b ir d f i sh kn igh These words each have three phonemes (separate sounds). Each of these phonemes is represented by a grapheme.

01/05/08 Sound buttons rain bright witch slaughter

foil broom toast slight crayon speed 01/05/08
Activity: with a partner, say the word, sound talk through, put sound buttons under each phoneme

01/05/08 speed crayon slight toast broom foil

01/05/08 Using a phoneme frame

Segmenting 01/05/08 greed weed speed deed creed bleed PHONEMES WORD 32

Segmenting d ee r g greed w weed p s speed deed c creed l b bleed
01/05/08 d ee r g greed w weed p s speed deed c creed l b bleed PHONEMES WORD Choose a set of target words that have a recognisable pattern to them. 33

CVC words - some points to note…
01/05/08 CVC words - some points to note… CVC refers to phonemes not letters.

Words sometimes wrongly identified as CVC
01/05/08 Words sometimes wrongly identified as CVC bow few saw her Teachers, TAs and some publishers often incorrectly include words in this group (refer to quiz). Can you think of any other examples? ANSWERS COULD INCLUDE: WORDS CONTAINING A DIGRAPH MADE UP OF ONE VOWEL AND ONE CONSONANT. e.g. boy 35

Words sometimes wrongly identified as CVC
01/05/08 Words sometimes wrongly identified as CVC bow few saw her Teachers, TAs and some publishers often incorrectly include words in this group (refer to quiz). Can you think of any other examples? ANSWERS COULD INCLUDE: WORDS CONTAINING A DIGRAPH MADE UP OF ONE VOWEL AND ONE CONSONANT. e.g. boy 36

Consonant digraphs ll ss ff zz hill, mess, puff, fizz sh ch th wh
01/05/08 Consonant digraphs ll ss ff zz hill, mess, puff, fizz sh ch th wh ship, chat, thin, whip ng qu ck sing, quick CVC refers to phonemes not letters. The above are CVC words containing consonant digraphs. Therefore duck is a CVC word /d/ /u/ /ck/ chip is a CVC word /ch/ /i/ /p/ Sheep is a CVC word /sh/ee/p/ 37

CVC words – clarifying some misunderstandings
01/05/08 CVC words – clarifying some misunderstandings pig chick church car boy down curl wheel thorn for day dear head shirt This slide is designed to act as a check of understanding of which words are CVC words and which are not. Which of the above are not CVC words? Segment the phonemes. 38

shirt head dear day for thorn wheel curl down boy car church chick pig
01/05/08 shirt head dear day for thorn wheel curl down boy car church chick pig

head day thorn curl boy pig shirt dear for wheel down car chick
01/05/08 head day thorn curl boy church pig shirt dear for wheel down car chick

d ea h head ay day n or th thorn l ur c curl oy b boy ch g i p pig t
01/05/08 d ea h head ay day n or th thorn l ur c curl oy b boy ch church g i p pig t ir sh shirt ear d dear or f for l ee wh wheel n ow down ar c car ck i ch chick

Examples of CCVC, CVCC, CCCVC and CCVCC
01/05/08 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 ACTIVITY Consider with reference to the above slide, what could be the most common errors practitioners may make when blending and segmenting these words. Synthetic phonics focuses on the smallest units of sound in a word. There are usually 2 or 3 phonemes within a number of consecutive (adjacent) consonants. e.g. strap contains five phonemes /s/ /t/ /r/ /a/ /p/ ‘Str’ is not a phoneme ‘Ap’ is not a phoneme Children need to be taught to blend and segment these phonemes within CCVC and CVCC words. Teachers should not be teaching ‘sl’, ‘sm’, ‘sn’ etc as units of sound which need to be learned individually – this takes far too long, is unnecessary and doesn’t improve children’s spelling and reading skills as quickly. The key here is applying the generic skill of blending to the phonemes in the word (using the taught knowledge of sound-spelling correspondences), from left to right in the order in which they are recorded in the word. 42

Consonant phonemes and their more usual graphemic representations
01/05/08 /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 common graphemic representation
01/05/08 Vowel phonemes and a common graphemic representation

Some other ways of representing vowel phonemes
01/05/08 Some other ways of representing vowel phonemes

Grapheme choices glay glai proyn proin strou strow sproat sprowt
01/05/08 Grapheme choices glay glai proyn proin strou strow sproat sprowt dryt dright smayn smain groy groi Animated slide. Put up title but not grapheme choices until after this activity. Vowel digraphs followed by a consonant or in a final position. Tell delegates that you are going to ask them to write down a selection of nonsense words. We are using nonsense words to deskill them and to highlight how, when you are not familiar with a word, you need to use all your listening skills to tune into the sounds in the word, and that delegates will need to focus on your mouth as you articulate the word. Essential strategies to apply when working with children. There are no wrong or right answers. We are investigating where graphemes are most likely to occur – followed by a consonant or in final position. You will use what phonic knowledge you have. Adults will have no problem with finding a reasonable choice. Children will apply what they know. Useful assessment of phonic acquisition. As they are nonsense words, clear enunciation is crucial. Observe how they really do have to fix their sight on your mouth and listen very carefully to lock into the phonemes within the words. The word will need to be articulated several times for them to be able to remember. Worth commenting on your observations of how they do the above. Feedback possible choices on slide. There will be others, eg. split-digraphs often offered.

Vowel digraphs followed by a consonant or in a final position
01/05/08 Vowel digraphs followed by a consonant or in a final position

01/05/08 Vowel digraphs (cont.)

Teaching the split digraph
01/05/08 Teaching the split digraph tie time tree these toe tone cue cube ?ae cave L and S phase 5 DVD Reading

Which of these words contain a split digraph?
01/05/08 Which of these words contain a split digraph? time made spike have come bride some shine A misunderstanding: have, come, some, are not split digraphs

Which of these words contain a split digraph?
01/05/08 Which of these words contain a split digraph? time made spike have come bride some shine

01/05/08 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

Teaching high-frequency words
01/05/08 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 This has been the common approach to teaching high-frequency words in the past. It was felt that they needed to be recognised as visual wholes without much attention to GPC in them, even when those correspondences are straightforward.

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

01/05/08 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

01/05/08 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 .

Direct teaching of phonics
01/05/08 Direct teaching of phonics

Developing phonics learning across a week
01/05/08 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

Every day Children are provided with:
01/05/08 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. Every day: An interactive multi-sensory phonics session, led by the practitioner, comprising direct teaching and opportunities to practise and apply new learning. Inside and outside. Allows learners to explore and practise their growing phonics knowledge and blending and segmenting skills.  A session led by the practitioner of Shared Reading and/or Shared Writing so that reading and writing strategies, including the use of phonics, are clearly demonstrated in a purposeful context. comprising of direct teaching and opportunities to practise and apply new learning  Opportunities throughout the day, inside and outside, to engage independently in speaking, listening, reading and writing activities across all areas of learning which allow the child to explore and practise their growing phonic knowledge and blending and segmenting skills.  Opportunities to hear a wide ranging selection of stories, poems, rhymes and non fiction as part of a regular Read-aloud programme. As part of a regular read-aloud programme so that reading and writing strategies including the use of phonics are clearly demonstrated in purposeful context.

Planning discrete teaching of Phase 5
01/05/08 Planning discrete teaching of Phase 5

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
01/05/08 Model for daily teaching of phonics skills and knowledge REVISIT AND REVIEW recently and previously learned phoneme-grapheme correspondences, and blending and segmenting skills as appropriate TEACH new phoneme-grapheme correspondences; skills of blending and segmenting This teaching sequence assumes that practitioners are working to the principles of effective assessment for learning for all children. PRACTISE new phoneme-grapheme correspondences; skills of blending and segmenting APPLY new knowledge and skills while reading/writing

Route to planning – planning an overview for the week
01/05/08 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 oe ir 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

Phase 5 Weeks 1 – 4 /oi/ oy /ur/ ir /oo/ u /oa/ o Wk 4 /ow/ ou /ue/ oo
01/05/08 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 o- e Wk 3 Read: oh, their Write: said /igh/ i - e /ee/ e - e /ue u - e oe Wk 2 Read: Mr, Mrs, people Write: some, have, come /ai/ a –e ie ea ay Wk 1 Irregular/high- frequency words New graphemes to be taught over a week ( 4 per week ) Phase 5

Planning for discrete teaching of Phase 5 over a week
01/05/08 Planning for discrete teaching of Phase 5 over a week A week’s planning exemplification Talk through either version of the Phase 5 planning – short or longer version.

Application of phonics across the curriculum
01/05/08 Application of phonics across the curriculum

Understanding of oral and written language Language comprehension
Word recognition 01/05/08 Phonics (decoding - encoding) blending and segmenting Expanding written vocabulary ART DT Good word recognition Good comprehension Positive attitudes Reading to learn PE Science History Geography Maths Science History Geography PE ART DT PSHE CLL (Literacy) This model illustrates the development and application of a broad and rich language curriculum and understanding of language comprehension, oral and written. It illustrates how development of language comprehension together with developing word recognition skills through phonics, moves from learning to read to reading to learn and how the two elements need purposeful application across the curriculum. Phonics should be time limited as decoding so we move from learning to read, to reading to learn. This model tries to animate how the SVR gives purpose to communication, language and literacy. Development and use of Communication Language and Literacy are at the heart of young children’s learning. Drivers for all learning are PSED and CLL/PSHE/ Literacy - disposition to learn and the ability to communicate and use language. Oral comprehension should be used and developed across the currriculum -. purposeful talk -. developing vocabulary through social interaction across the areas of the curriculum. As decoding skills develop, eventually understanding written as well as oral language. This should dovetail with developing word recognition through phonics. (The simple view of reading). Purpose to decode and encode through actively engaged in learning situations using all their senses and developing oral language through the areas of learning. The model will now have formed into an ‘L’ shape as an early ‘learning to read’ learner. To complete the model we aim for children who have good word recognition and good comprehension. Transferring from ‘Learning to read to reading to learn’ – end of strand 5 Renewed framework. Challenges for practitioners: knowing those developmental stages in language development explicit planning for language development assessment through observation of the key learning principles – knowing and using signs and symbols knowing and using words – structuring language – making language work Developing vocabulary through social interaction Expanding word recognition skills through blending and segment phonic knowledge. Create purposeful opportunities to apply phonic skills across the curriculum in reading and writing. Understanding of oral and written language Language comprehension

Phase 5 Using IWB resources 01/05/08
Demonstrate some of the IWB resources to support suggested activities for Phase 5 from Letters and Sounds. Make clear that using ICT resources is not a replacement for good teaching using practical, visual, aural and kinaesthetic approaches to learning, but in the ‘teach’ part of the four part teaching sequence, where new learning is being demonstrated by the class teacher, ICT can engage children in the learning and enhance it. The same resources can then provide a resource that can be used with and by children independently to help them secure and internalise their learning by practising and applying what they have learned through the medium of ICT. The ‘practise’ part of the four-part teaching sequence should involve all the children practising their new learning in multi-sensory interactive approaches.

Letters and sounds Phase 5 – Contents Suggested timetable Reading
01/05/08 Letters and sounds Phase 5 – Contents Suggested timetable Reading Spelling Assessment Word bank Letters and Sounds, Page 130

01/05/08 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.

Remember… Phonics is the step up to word recognition
01/05/08 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

01/05/08 Slide 72 72

Communication Language and Literacy Development

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