1. Tom Craven Literacy Coordinator & Teacher Mentor BGE, February 2015. tom.craven@braeburn.ac.ke Phonics for Adults 1

2. Key Concepts Sounds are represented by letters. A sound can be represented by one or more letters The same sound can be represented/spelt in more than one way: ai / ay / eigh / ey The same spelling can represent more than one sound: ow (cow, low) / ea (head, bead)

3. Technical vocabulary A phoneme is the smallest unit of sound in a word. A phoneme may be represented by 1, 2, 3 or 4 letters. Eg. tai igh eigh A syllable is a word or part of a word that contains one vowel sound. E.g. hap/pen bas/ket let/ter A grapheme is the letter(s) representing a phoneme. Written representation of a sound. May be more than 1 letter. e.g. The sound ‘s’ can be represented by the letters s (sun), se (mouse), c (city), sc or ce (science)

4. 4 Some definitions: A phoneme is the smallest unit of sound in a word.

5. 5 Some definitions: Sounds can be made of more than one letter: t oi ai igh

6. 6 Some definitions: Digraph: Two letters, which make one sound. oa ee oo ay oi ph sh ck th ll ng

7. 7 ll ss ff zz fill miss huff whizz

8. 8 The same sound can be spelled in different ways: burn first term heard work

9. 9

10. 10 Enunciation Using phonics requires a technical skill in enunciation Sounds should be articulated clearly and precisely

11. Articulation Long oo spoon moon balloon smoothie Soft Sound think thin thick thumb Short oo cook book look hook Spoken Sound the that there this This is one reason why the English language is tricky! Children won’t grasp this overnight, they need to be immersed in an awareness of language throughout the day.

12. 12 Blending (reading): Recognising the letter-sounds in a written word, for example cup. c-u-p and merging them in the order in which they are written to pronounce the word ‘cup’.

13. Blending Building words from sounds, to read. c a t

14. Blending Qu ee n queen

15. 15 Blending - practice stick brick lick

16. 16 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’.

17. Segmenting Breaking down words into sounds for spelling. “cat” c a t

18. Segmenting “Queen” qu ee n

19. 19 Segmenting (spelling): The child hears the word ‘him’, then breaks the word into separate sounds h – i – m and writes ‘him’

20. 20 CVC words: activity 3 sounds in a word: consonant / vowel / consonant

21. 21 p i gc h i c k s h i p c a rX b o yXc o wX f i l l w h i p s o n gf o rX d a yXm i s s w h i z zhuff

22. 22 How many sounds in these words? b l a c k s t r o ng f e l t b l a n k

23. 23 A segmenting activity – draw a grid like this. Listen to the word I say. Identify the separate sounds – use your fingers!

24. 24 A segmenting activity s

25. 25 A segmenting activity s l

26. 26 A segmenting activity s l i

27. 27 A segmenting activity s l i p

28. 28 Segmenting – write down the separate sounds in these words: shelf dress think string sprint flick sh e l f

29. 29 Segmenting - practice WORDPHONEMES shelfshelf dressdress thinkthink stringstring sprintsprint flickflick

30. 30 The same phoneme can be represented in more than one way aa-eaiayeyeigh ee-eeaeey ii-eieighy oo-eoaoeow uu-eueooew oououl owouough oioy ara oraworeaough airareear eerear

31. 31 The same letters may represent more than one sound: meatbread he bed bearhear cowlow

32. Presentation Title 32 She was really mean.

33. 33 High frequency words The majority of high frequency words are phonically regular Some exceptions – for example the and was – should be directly taught. (some, you, my etc…)

34. 34 1.The best guess for representing /ae/ sound at the beginning and in the middle of a word are a-e and ai. 2.The best guess for representing /ae/ at the end of a word is ay.

35. 35 Resources for parents: Pronunciation: https://www.youtube.com/watch?v=BqhXUW_v-1s https://www.youtube.com/watch?v=BqhXUW_v-1s All the sounds: https://www.youtube.com/watch?v=-ksblMiliA8 https://www.youtube.com/watch?v=-ksblMiliA8 Phonics Play: http://www.phonicsplay.co.uk/ http://www.phonicsplay.co.uk/ Phonics games: http://www.familylearning.org.uk/phonics_games.html http://www.familylearning.org.uk/phonics_games.html BBC Phonics Y2: http://www.bbc.co.uk/schools/wordsandpictures/phonics/ http://www.bbc.co.uk/schools/wordsandpictures/phonics/

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38. What else can I do at home? Ask your child to find items around the house that represent particular sounds, i.e. ‘oo’ - ‘spoon’ ‘bedroom’ Play matching pairs – with key words or individual sounds/pictures. Key words on the stairs Play tricky word bingo Flashcard letters and words – how quickly can they read them? Notice words/letters in the environment. Go on a listening walk around the house/when out and about.

39. 39 Phase 2 (Reception) To teach at least 19 letters To move children from oral blending and segmenting to blending and segmenting with letters Set 1: s a t p Set 2: i n m d Set 3: g o c k Set 4: ck e u r Set 5: h b f,ff l,ll ss Read and spell regular CVC words

40. 40 Phase 3 (Reception) To teach another 25 graphemes, mostly comprising 2 letters To represent each of 42 phonemes by a grapheme Set 6: j v w x Set 7: y z,zz qu Graphemes: ch sh th ng ai ee igh oa oo ar or ur ow oi ear air ure er

41. 41 Phase 4 (Reception) To consolidate children’s knowledge of graphemes in reading and spelling words with adjacent consonants and polysyllabic words

42. 42 Phase 5 (Year 1) Recognise and use alternative ways of pronouncing the graphemes and spelling the phonemes already taught For example: New graphemes for reading: ay oy wh a-e ou ir ph e-e ie ue ew i-e ea aw oe o-e au u- e Alternative pronunciations for graphemes: i (fin,find) ow (cow,blow) y (yes,by,very) o (hot,cold) ie (tie,field) ch (chin,school,chef) c (cat,cent) ea (eat,bread) ou (out,shoulder,could,you) g (got,giant) er (farmer,her) u (but,put) a (hat, what)

43. 43 Phase 5 (Year 1) Recognise and use alternative ways of pronouncing the graphemes and spelling the phonemes already taught For example: Alternative pronunciations for graphemes: i (fin, find) ow (cow, blow) y (yes, by, very) o (hot, cold) ie (tie, field) ch (chin, school, chef) c (cat, cent) ea (eat, bread) ou (out, shoulder, could, you) g (got, giant) er (farmer, her) u (but, put) a (hat, what)

44. 44 Phase 5 (Year 1) Recognise and use alternative ways of pronouncing the graphemes and spelling the phonemes already taught For example: Alternative spellings for phonemes aa-eaiayeyeigh ee-eeaeey ii-eieighy oo-eoaoeow uu-eueooew oououl owouough oioy ara oraworeaough airareear eer ear

45. 45 Children become fluent readers and increasingly accurate spellers “The shift from reading to learn to learning to read takes place and children read for information and for pleasure.” Consolidation of using digraphs to decode and development of understanding spelling through word structure Phase 6 (Year 2)