1. Grammar support Richard Cole
PHONICS
Grammar support
Richard Cole

2. SIMPLE VIEW OF READING Gough and Tunmer (1986)
Word Recognition
Language
Comprehension R E A D I N G + =

3. The Rose Cross

4. - - + + Good language comprehension, poor word recognition
Good word recognition, good language comprehension
Word Recognition - +
Poor word recognition, poor language comprehension
Good word recognition, poor language comprehension
A simple way of sorting your class? -
Language comprehension

5. The Road to Phonics Phonological Awareness Phonemic Awareness Phonics
Phonological awareness is the ability to be aware of sounds within words and to be able to break down words into syllables and into phonemes.
Pupils who have difficulties in this area may have:
problems identifying syllables in polysyllabic words
problems recognising rhyming words
difficulty in generating rhyme
difficulty identifying initial, medial and final phonemes in words
difficulty with phoneme blending
visual strengths (learning better from charts, diagrams, videos, demonstrations and other visual materials)
a good visual memory (bein able to visualise information and present it in the form of mindmaps, diagrams, charts, posters, illustrations)
kinaesthetic strengths (learning better through using concrete materials, practical experiences and multisensory techniques).
Activities to develop phonological awareness
Syllable count – say the word (eg. yesterday), then use fingers to count the syllables (yes/ter/day).
Finnish the name – adult to say the first syllable of a two syllable name (eg. Hen...), then ask the pupil to complete it (Henry).
Finish the word – adult to say the first syllable of a two syllable word (eg. zeb...) then ask the pupil to complete it (zebra).
I spy 1 – initial sounds (everyday items in the classroom).
I spy 2 – initial sounds (pictorial choice).
Pairs – matching pictures to initial sounds.
Bingo – matching pictures to initial sounds.
I spy 3 – 'I went to the zoo/park/seaside and saw something beginning with...' (initial sounds).
Sound/picture mapping – match picture to sound by drawing lines.
I spy 4 – initial CV (consonant-vowel) blending (I am thinking of something beginning with ca...).
Pelmanism – matching pictures to initial CV.
Missing vowels – helps the pupils to become aware that there could be more than one choice of vowels for each word (eg. bt – bat, bet, bit, but).
Line-links – ask the pupils to draw lines to link initial sounds to rhyme endings (eg. b-ed/r-ed, m-an/c-an).
Rhyme wordsearches.
Rhyme pelmanism 1 – pictorial.
Rhyme pelmanism 2 – words.
Rhyme families 1 – collect rhyming pictures ('Can I have a picture that rhymes with...').
Rhyme families 2 – collect rhyming words ('Can I have a word that rhymes with...').
Rhyming cloze (oral) – using traditional rhymes, action rhymes, songs and jingles.
Blends and ends – matching initial consonant blends to rhyme endings (eg. bl-ack/tr-ack).
Dominoes – using blends and ends.
Tongue twisters – initial sounds and consonant blends (eg. six silly swans swam out to sea).
Odd word out – both oral and written (eg. ring, sing, song, thing).
Sense or nonsense – as the pupils to identify the words that make sense by blending the phonemes (eg. brick, quick, stick, smick, trick).
Compund word pairs – collect word pairs (eg. sea/side, tea/bag).
Syllable sort – collect syllables to form polysyllabic words (eg. yes/ter/day, af/ter/noon).

6. Phonological awareness
One supona time
Once up onatime
Once upon a time
Phonological awareness* is the ability to segment language aurally. The most well known example of this would be onset-rime segmentation. The ability to show awareness of rime has been shown in the research to be a key skill requirement for successful reading. As another example: I was working in a class where the children were asked to begin a story "Once upon a time" and only a few of them were successfully able to do this. Their attempts showed that most of them were not segmenting these four words correctly at the phonological level. There were all sorts of variations: One supona time Once up onatime, etc I also recently watched a video of a teacher helping children to learn to write sentences by getting them (among other things) to 'hear' the sentence and segment her language aurally. *Phonemic awareness* is the ability to discriminate the individual phonemes within words - the sounds which make up that word. Both phonological and phonemic awareness are aural skills. Phonemic awareness is a subset of phonological awareness. *Phonic awareness* is the ability to represent the sounds of phonemes with appropriate letters or letter combinations.

7. What words should we use?
Letter
Lower case
Capital
Word
Phoneme
Grapheme
Digraph
Trigraph
Which of these words do you unerstand?
ACTIVITY – define them to each other

8. Phonic terminology: some definitions
Correct terminology should be introduced from YR onwards.
Children do not have a problem using phonic terminology (in fact they are often very proud of their ability to do so).
However, you are likely to meet resistance from some teachers who consider it ‘over the top’ and unnecessary to teach this vocabulary to children. It is sometimes worth using a numeracy analogy with these staff: we wouldn’t dream of teaching 3-D shapes to children and using the word ‘ball’ instead of ‘sphere’ or ‘box’ instead of cube/cuboid.
The principle with phonic vocabulary is exactly the same – it’s just that we haven’t been used to using these words with children until relatively recently.
Using phonic terminology from the outset ensures accuracy and promotes shared understanding between practitioners and practitioners and children.

9. Some definitions A phoneme is the smallest unit of sound in a word
The following eight slides illustrate the phonic vocabulary that should be used by practitioners in their teaching sessions.

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

11. Some definitions Digraph Two letters, which make one sound
A consonant digraph contains two consonants
sh ck th ll
A vowel digraph contains at least one vowel
ai ee ar oy
The following two definitions are key – digraph and trigraph.
Adjacent consonants are often incorrectly classified as digraphs and trigraphs e.g.
tr as in trap
sp as in spin
str as in string
spl as in splash

12. Some definitions
Trigraph
Three letters, which make one sound
igh dge

13. Some definitions Split digraph
A digraph in which the two letters are not adjacent (e.g. make)
ACTIVITY
How can you deliver this message about using correct terminology to less experienced practitioners who may find this challenging?

14. Phonemes – hear, isolate, identify
cat dog pip fin
slip stop clip spot
ship, chat, think, clock
cow, stain, seat, meet, thief
ACTIVITY
Can you do these OK?

15. a e i o u Vowel phonemes Find the CHEEKY MONKEY vowels
ACTIVITY: vowel phoneme sheets

16. Vowel phonemes Cat Peg Bread Pig Wanted Log want Plug Love Pain Day
Sweet
Heat
Thief
These
Tried
Light My
Shine
Mind
Road
Blow
Bone
Cold
Moon
Blue
Grew
Tune
Cat
Peg
Bread
Pig
Wanted
Log
want
Plug
Love
Pain
Day
Gate
Station

17. Vowel phonemes Look Would Put Cart Fast (regional) Burn First Term
Torn
Door
Warn (regional)
Haul
Law
Call
Wooden
Circus
Sister
Down
Shout
Coin
Boy
Stairs
Bear
Hare
Fear
Beer
here
Look
Would
Put
Cart
Fast (regional)
Burn
First
Term
Heard
work

18. Progression in phonics p13
Progression in phonic skills and knowledge Progression in phonics (1999), p. 6
Step 1
hearing and discriminating general sounds, speech sounds and patterns
Create opportunities for children to explore other sounds that they can make
with their voices:
Ð Make your voice go down a slide Ð Wheee!
Ð Make your voice bounce like a ball Ð Boing, Boing. (Let them show you with
their hands too.)
Ð Find out someone has been telling tales Ð aw.
Ð Sound really disappointed Ð oh.
Ð Look astonished Ð ooooooo!
Ð Relax into a chair like an old man Ð ahahahahaha,
or shout in terror Ð ahahahahah!
Ð Hiss like a snake Ð sssssssssss.
Ð Keep everyone quiet: shshshshsh, or be a steam train coming to a halt Ð chch-
ch-ch-ch-shshshshshshsh.
Ð Gently moo like a cow Ð mmmmmmmm.
Ð Be an old woman who is hard of hearing Ð e e e.
You can concoct sounds that suggest all the phonemes in the language.
BEAR HUNT
Exploring sounds
Progression in phonics p13

19. Progression in phonic skills and knowledge Progression in phonics (1999), p. 6
Step 2
hearing phonemes /s/, /m/, /k/, /t/, /g/, /h/ in initial position
Knowledge of letters:
s, m, c, t, g, h
Sit in circle
Start slow clap
Fat – cat – rat –
On word rat, pass “pebble” – receiver says another rhyming word (can pass or repeat)
Pebble game

20. Progression in phonic skills and knowledge Progression in phonics (1999), p. 6
Step 3
hearing phonemes /s/, /m/, /k/, /t/, /g/ in final position
Knowledge of letters
ss, ck, l, n, d, k, sh, ch
ACTIVITY
Circle swap shop
Hand out words
Call out phoneme
Shout SWAP SHOP
If you have same phoneme, swap places
Circle swap

21. Progression in phonic skills and knowledge Progression in phonics (1999), p. 6
Step 4
􀂃 hearing phonemes /a/, /e/, /i/, /o/, /u/ in medial position;
􀂃 CVC segmenting and blending, reading and spelling
Knowledge of letters
a, e, i, o, u
f, qu, b, r, j, p, th, ng
Croaker
CROAKER activity
Puppet finding it difficult to say some words
Child pulls object:
Horse = house
Jelly = jolly
Nurse = niece
Witch = watch

22. Progression in phonic skills and knowledge Progression in phonics (1999), p. 6
Step 5
C(C)V(C)C segmenting and blending, reading and spelling
Knowledge of letters
v, w, x, y, z
Make specified word – other checks it
Swap and so on
Page 28 (NLS : PIP)
Fans

23. Progression in phonic skills and knowledge Progression in phonics (1999), p. 6
Step 6
C V C segmenting and blending, reading and spelling
Knowledge of letters
ai, ee, ie, oa, oo, or, ar, ir, oi, ou
YES NO cards
Set of silly questions
(to read words in context)
Silly questions

24. Progression in phonic skills and knowledge Progression in phonics (1999), p. 6
Step 7
C V C segmenting and blending, reading and spelling
Knowledge of letters
ay, a-e, ea, igh, y, i-e, ow, o-e, oe, ew, ue, u-e, oy, ow, er, ur, aw, air, ear, oo
ACTIVITY 1
Phoneme count cards
ACTIVITY 2
Bingo
Bingo