1 skills of segmentation and blending knowledge of the alphabetic codePhonics 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

2 Phase 1 Letters and Sounds - 7 Aspects1. General discrimination: Environmental sounds 2. General sound discrimination: Instrumental sounds 3. General sound discrimination Body percussion 4. Rhythm and rhyme 5. Alliteration 6. Voice sounds 7. Oral blending and segmenting

3 Letters and Sounds - Phase 1 Aspect 7: Oral blending and segmentingOral segmenting and blending Start with the first or last word in sentence or phrase No expectation that children are introduced to letter/sound correspondences during Phase 1 Importance of clear enunciation Blending and segmenting – reversible processes Explain that Aspect 7 develops oral blending and segmenting of sounds in words. Give example of oral segmenting and blending using the last word in the sentence or phrase. For example, when giving children instructions, the adult segments the last word into separate phonemes and then immediately blends the phonemes together to say the word e.g. “It’s time to get your c-oa-t, coat!” or “Touch your t-oe-s, toes!” Ask practitioners to think of other examples or provide some examples yourself. Other examples are given in Letters and Sounds. Remind practitioners that, during Phase 1, there is no expectation that children are introduced to letter/sound (phoneme/grapheme) correspondences. Of course, some children may bring knowledge of letter names from home, and some will be interested in letters they see around them on signs, displays and in books. Practitioners should certainly respond to children’s comments and queries about letters and words in print, just as they would about any subject in which the child expresses an interest. Practitioners will, as part of an effective curriculum, already be providing children with opportunities to see writing in action and to make marks in play activities. They will also be reading to children and ensuring that children are exposed to print in many different forms. Remind practitioners that there is lots of helpful information on all these areas in the EYFS materials. (For example, go into Areas of Learning and Development, then choose CLL. If you click on ‘more’ a drop down list appears, including Language for Communication, Language for Thinking, Reading, Linking Sounds and Letters and Writing. Additional examples of good practice can be found in the sections on Effective Practice, Planning and Resourcing, Development Matters and Look, Listen and Note. ) Stress again the importance of enunciating phonemes very clearly and not adding an ‘uh’ sound (i.e. ‘sss’ not ‘suh’; ‘mmm’ not ‘muh’) Remind practitioners that once children have been introduced to blending and segmenting they should be practised hand in hand to reinforce understanding that they are reversible processes.

4 Aspect 7 – Oral blending and segmentingDefinitions: Blending - Hearing and saying a series of spoken sounds (phonemes) and merging them together to make a spoken word. Segmenting: - Identifying the individual sounds in a spoken word (eg. b-e-d, t-r-u-ck) and writing down or manipulating letters 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.

5 Phoneme articulation https://www.youtube.com/watch?v=BqhXUW_v-1s

6 https://www.youtube.com/watch?v=Djz82FBYiug https://www.youtube.com/watch?v=Djz82FBYiug

7 Knowledge of letters There are approximately 44 sounds/ phonemes in the English language. Children will learn to blend phonemes orally in Phase 1 In Phase 2 children learn to pronounce the sounds/phonemes themselves in response to letters before blending them There are 26 letters of the alphabet and 44 phonemes –not including some regional variations. These make in excess of 140 graphemes! Being able to read and make sense of all these letters and sound combinations is an amazing feat, the earlier we start tuning children's ears into the sounds of our language the easier it will be to read later on. At Phase 1 the adult will pronounce the sounds in words for the children to blend. There will be no matching the sound to letters (graphemes) at this stage 7

8 Phase 2 (p.48) Children are introduced to 19 GPC (grapheme- phoneme correspondences) s/a/t/p/i/n As soon as children have a small number of grapheme/phoneme correspondences, blending and segmenting can start (is/at/in/sat/pat/pin/tin) 5 ‘Tricky’ words are introduced (no, go, to, I, the) Typical duration: Up to 6 weeks Show clips: Teaching GPCs – 5.14 Articulation of phonemens 00 - end

9 Phase 2: Learning phonemes to read and write simple words Children will learn their first 19 phonemes:  Set 1:  s  a  t  p    Set 2:  i   n   m  d Set 3:  g  o  c  k    Set 4:  ck (as in duck)  e  u  r Set 5:  h   b  l   f      ff (as in puff)   ll (as in hill)     ss (as in hiss) They will use these phonemes to read and spell simple “consonant-vowel-consonant” (CVC) words:  sat, tap, dig, duck, rug, puff, hill, hiss All these words contain 3 phonemes

10 By the time they reach Phase 3, children will already be able to blend and segment words containing the 19 letters taught in Phase 2. Over the twelve weeks which Phase 3 is expected to last, twenty- five new graphemes are introduced (one at a time). Set 6: j, v, w, x Set 7: y, z, zz, qu Consonant digraphs: ch, sh, th, ng Vowel digraphs: ai, ee, igh, oa, oo, ar, or, ur, ow, oi, ear, air, ure, er

11 Phase 3: Learning the long vowel phonemes Children will enter phase 3 once they know the first 19 phonemes and can blend and segment to read and spell CVC words. They will learn another 26 phonemes: j, v, w, x, y, z, zz, qu ch, sh, th, ng, ai, ee, igh, oa, oo, ar, or, ur, ow, oi, ear, air, ure, er They will use these phonemes (and the ones from Phase 2) to read and spell words:  chip, shop, thin, ring, pain, feet, night,    boat, boot, look, farm, fork, burn, town, coin, dear, fair, sure

12 Phase 4 When children start Phase Four of the Letters and Sounds phonics programme, they will know a grapheme for each of the 42 phonemes. They will be able to blend phonemes to read CVC (consonant-vowel- consonant) words and segment in order to spell them. Children will also have begun reading straightforward two-syllable words and simple captions, as well as reading and spelling some tricky words.

13 Phase 4: Introducing consonant clusters: reading and spelling words with four or more phonemesChildren move into phase 4 when they know all the phonemes from phases 2 and 3 and can use them to read and spell simple words (blending to read and segmenting to spell). Phase 4 doesn’t introduce any new phonemes.  It focuses on reading and spelling longer words with the phonemes they already know. These words have consonant clusters at the beginning: spot, trip, clap, green, clown     …or at the end: tent, mend, damp, burnt           …or at the beginning and end!  trust, spend,  twist

14 Phase 5-throughout year 1Now we move on to the "complex code"Phase 5-throughout year 1Now we move on to the "complex code". Children learn more graphemes for the phonemes which they already know, plus different ways of pronouncing the graphemes they already know. Children entering Phase Five will already be able to read and spell words with adjacent consonants, such as trap, string and flask. They will also be able to read and spell some polysyllabic words. In Phase Five, children will learn more graphemes and phonemes. For example, they already know ai as in rain, but now they will be introduced to ay as in day and a-e as in make. Alternative pronunciations for graphemes will also be introduced, e.g. ea in tea, head and break

15 Phase 5 Teach new graphemes for readingay, ou, ie, ea, oy, ir, ue, aw, wh, ph, ew, oe, au, a-e, e-e, i-e, o-e, u-e Learn alternative pronunciations of graphemes (the same grapheme can represent more than one phoneme): 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

16 Split digraphs

17 https://www.youtube.com/watch?v=kFuETDoqVnA Mr Thorne does phonics

18 Phase 6 At the start of Phase Six of Letters and Sounds, children will have already learnt the most frequently occurring grapheme–phoneme correspondences (GPCs) in the English language. They will be able to read many familiar words automatically. When they come across unfamiliar words they will in many cases be able to decode them quickly and quietly using their well-developed sounding and blending skills. With more complex unfamiliar words they will often be able to decode them by sounding them out

19 Phase 6- throughout year 2 and beyondAt this stage children should be able to spell words phonemically although not always correctly. In Phase Six the main aim is for children to become more fluent readers and more accurate spellers. Working on spelling, including prefixes and suffixes, doubling and dropping letters etc.

20 Some definitions A phoneme is the smallest unit of sound in a word.A grapheme is a letter or sequence of letters that represent a phoneme. t ai igh augh t-a-p r-ai-n f-igh-t c-augh-t

21 Activity Find the phoneme!Sound count each phoneme separately in the following words: l o g h i s s t i c k c u f f h o p b e l l c a t 3 - /l/ /o/ /g/ 3 - /b/ /r/ /igh/ /t/ 3 - /s/ /t/ /r/ /i/ /n/ /g/ 3 - /c/ /l/ /ou/ /d/ 4 - /oy/ /s/ /t/ /er/ 4 - /c/ /a/ /tt/ /le/ 4 - /c/ /augh/ /t/

22 pig tock kiss mug puff fellActivity Using sound buttons: Blending for reading Add the sound buttons to blend these words pig tock kiss mug puff fell

23 pig tock kiss mug puff fell

24 is pick tell back dog messActivity Using a Phoneme frame: Segmenting for spelling Segment these words into units of sound WORD PHONEMES is pick tell back dog mess

25 Segmenting is i s pick p ck tell t e ll back b a dog d o g mess m ssWORD PHONEMES is i s pick p ck tell t e ll back b a dog d o g mess m ss Sling – phase 4 (sl – adjac const) phase 3 (ng) Creep - phase 4 (cr – adjac const) phase 3 (ee) Float - phase 4 (fl – adjac const) phase 3 (oa) Flower - phase 4 (fl – adjac const) phase 3 (ow, er) Smooth - phase 4 (sm – adjac const) phase 3 (oo, th) Stairway - phase 5 (ay – alternative grapheme and two-syllable word) phase 4 (st – adjac const) phase 3 (air)

26 Terms Phonemes: The smallest units of sound that are found within a word Grapheme: The spelling of the sound e.g. Th Diagraph: Two letters that make one sound when read Trigraphs: Three letters that make one sound CVC: Stands for consonant, vowel, consonant. Segmenting is breaking up a word into its sounds. Blending : Putting the sounds together to read a word Tricky words: Words that cannot easily be decoded

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