Phonic Overview
Phase Learning Outcome
1 Hearing and playing with sound – 7 aspects
PLEASE REFER TO PHASE 1 LETTERS AND SOUNDS (reading considerations for each aspect, and refer to TH training notes and DVD)
2
(up to 6 Weeks)
ONLY at this phase are GPC’s introduced s, a, t, p, I, n, m d, g, o, c, k, ck, e, u, r, h, b, f ff, ll, ss
Children are secure at Phase 2 when they can:
Give the sound when shown and Phase 2 grapheme, securing first the start letters s, a, t, p, l, n
Find from a display and Phase 2 grapheme when given the sound
Orally blend and segment CVC words
Blend and segment in order to read and spell (using magnetic letters) VC words such as as, if, am, on, up and ‘silly names’ such as ip, ug, and ock.
Children can be moved to Phase 3 as long as they are able to blend and segment CVC orally. Evidence
Daily discrete phonic lessons – ‘review’ and ‘apply’
Reading independently Children who cannot orally segment CVC words are not yet secure at Phase 2.
3 (up to 12 Weeks)
Alphabet letter names need to be known by this stage (NOT taught in phonics) j, v, w, y, z, zz, qu, ch, sh, th, ng, ay, ee, igh, ow (snow), oo (moon), ar, or, ur, ow (cow), oi, ear, air, er, oo (book)
Children are secure at Phase 3 when they can:
Give the sound when shown all or most Phase 2 and Phase 3 graphemes
Find from a display all or most Phase 2 and 3 graphemes when given the sound
Blend and read CVC words consisting of Phase 2 and 3 graphemes
Segment and make a phonemically plausible attempt to spell CVC words using Phase 2 and 3 graphemes.
Children can move to Phase 4 when they are able to make phonemically plausible attempts to most words they wish to use, using the GPC they have been taught. They will be able to read two-syllable words and simple captions and the skills of blending and segmenting should be well-established. Evidence:
Daily discrete phonic lessons – ‘review’ and ‘apply’
Reading independently
Guided writing sessions Children who are unable to make a phonemically plausible attempt at writing using taught graphemes are not yet secure at Phase 3
cont…
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Phase Learning Outcome
4 (up to 6 Weeks)
ccvc, cvcc, ccvcc, ccc, cc
Children secure at Phase 4 when they can:
Give the sound when shown any Phase 2 and 3 graphemes
Find from a display and Phase 2 and 3 grapheme when given the sound
Blend and read words containing adjacent consonants
Segment and spell words containing adjacent consonants Evidence
Daily discrete phonic lessons – ‘review’ and ‘apply’
Reading independently
Guided writing sessions Children who are unable to segment to spell words containing adjacent consonants at the beginning and end of words are not yet secure at Phase 4
5
(throughout Year 1)
ai, ph, oa, oe, ie, i_e, o_e, a_e, ea, e_e, ir, ue, ew, u_e, aw, au, oy, ou, wh, ure
Children are secure at Phase 5 when they can:
Give the sound when shown any grapheme that has been taught
Write the common graphemes for any given sound
Use phonic skill and knowledge as the prime approach to reading and spelling unfamiliar words including those that are not completely decidable
Read and spell phonically decidable two-syllable and three-syllable words
Some spelling may be inaccurate at this stage, but children’s knowledge of graphemes, along with their ability to segment, should allow them to make a good attempt at writing most of the words they wish to use.
6
(throughout Year 2)
Refer to ‘Support for Spelling’ (second edition) Ref: 01109-2009PDF-EN-01
Reference
Letters and Sounds: Principles and Practice of High Quality Phonics
Phonics,: Assessment and Tracking Guidance Tower Hamlets Phonics Programme
DRAFT VERSION 1
Stage/Phase 2
STAGE 2 Stage 2 marks the introduction of grapheme phoneme correspondence (GPCS) and the beginning of systematic high quality phonic work taught in short discrete daily sessions with ample opportunities for children to use and apply their phonic working and skills throughout the day, both in adult led and in independent and child initiated activities such as mark marking, writing in role play areas …. Typical expected duration up to 6 weeks. STAGE 1 IS CONTINUTING Children will continue with oral blending and segmenting adding to their repertoire of strategies for doing this. They will move from oral blending and segmenting to blending and segmenting with letters. Initially this may mean by use of magnetic letters, pointing or choosing letters from a display or using interactive whiteboard activities. The main aim of stage 2 is for pupils to learn grapheme phoneme correspondences (GPC) – that is to say how the most common initial (the exception being x) phoneme for each letter of the alphabet is written as a grapheme. Once pupils have a few GPCS they will blend and segment in order through the word. Children will learn to read some VC and CVC words and to spell them, increasingly writing the words for themselves in a variety of contexts. ‘Blending and segmenting are the inverse of one another and need regular practice during phase 2 but blending and segmentation with letters should replace oral segmentation and blending as soon as possible’ (p66) The letters are introduced at the rate of approximately 4 a week, giving an opportunity for one session to be focused on revision and application based on assessment of pupil need. The order of teaching grapheme/phoneme correspondences in the Tower Hamlets Phonic Programme:
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
Phase 2 Phonics
Review and Recap
Hear Read
Write Apply
When do you stop using the Phase 2 lesson plan?
Phase 2 Phonics Lesson Plan (and phase up to ‘ng’)
Review and Recap - Children read through already learnt graphemes - Teacher ensures they are saying the sounds correctly. - Do lots of oral blending and segmenting for first two weeks as well depending on
children’s ability/skills with this. Hear
- “I say, you say” naming picture cards - “I say, you say” emphasizing initial sound with picture cards. - “At the beginning of ……. I heard a ……sound” - “I say, you say”, bouncing initial sound with picture cards - Ask individual children, “What sound do you hear at the beginning of this picture?”
Read
- Tell story, draw picture (looking towards the sun etc.) and write the grapheme that makes the sound on the board.
- Introduce to grapheme card, read grapheme (chorally) - Read grapheme card with picture cards (“I say, you say”, and bouncing initial letter) - Ask individual children to read the sound.
Write - Trace the grapheme card, talking through how to write the letter - Teacher and children to make the letters in the air, on the carpet etc, once made
ensure they say the sound - Children to write the letter(s) on boards, making sound - Once written grapheme children to make sound. Children to keep writing until T says
so - T to walk around supporting correct letter formation and pen grip.
Apply – EITHER READ OR WRITE
- Read words made by putting grapheme cards together initially
- Read words moving card across – “Look at the letters, make the sounds, blend the sounds together”
- Read captions to match the pictures.
- “Say the word, robot the word, write the word”
- Make the word with magnetic tiles - Writer 2/3 words initially - Teacher walks around to ensure
correct letter formation (ascenders and descenders and no capital letters), spelling and pen grip.
DRAFT VERSION 1
Stage/Phase 3
Stage Phase 3 The purpose of this phase is to teach another 25 graphemes, most of them comprising two letters eg ee, so the children can represent most of the 44 phonemes by a grapheme. Children will continue to practice CVC blending and segmentation in this phase and will apply their knowledge or blending and segmenting to reading and spelling simple two-syllable words and captions. Initially this is modelled by the teacher who very much leads the children on where to make the syllable break in a word. If they have not already done so, children should learn letter names in this phase and should continue to learn high frequency words.
Set 6
j
v
w
x
(Week one)
Set 7
y
z/zz
qu
(Week Two)
Set 8
ch
sh
th
ng
(Week Three)
Set 9
ay
ee
igh
ow
(Week Four)
Set 10
oo (Not as in book)
Moon)
ar
or
ur
(Week Five)
Set 11
ow
(cow)
oi
ear
air
(Week Six)
Set 12
er
(once taught 2 syllable words see P94)
oo
(as in book)
(Week 7)
In the first two weeks the lesson plan will be very similar to the phase 2 lesson plan, introducing the new GPC with its mnemonic. It will be necessary to discuss those double letter digraphs which occur at the ends of words (refer back to ck…) Oral blending and segmenting will continue to play a part in the HEAR it part of the lesson but children will predominantly be using letters during READ, WRITE and APPLY. In succeeding 3 or 4 weeks continue to practice previously learned GPCs, blend to read, segment to spell, practice spelling 2 syllable words. Reinforce letter names. PLEASE NOTE – As we are recommending use of the RML mnemonics, we have listed ow as the first grapheme for the long o sound (blow the snow), and ay as the first spelling for the long a sound (rather than oa and ai, as used in ‘Letters and Sounds’).
Phase 3 Phonics
Review and Recap Hear
Rhyme Identify Blend (you robot) Segment (they robot)
Read
Write Apply
Phase 3 Phonics Lesson Plan
Review and Recap - Children read through already learnt graphemes (Phase 2 and 3 depending on ability
and which phase 2’s need to be revised) - Teacher ensures they are saying the sounds correctly.
Hear Rhyme - “Give me a word
that rhymes with……?”
- Clap rhyming string 2/3/4 words – chn repeat
Identify - “What is the
1st/2nd/3rd sound in …….?
- Use phoneme fingers (2/3 words)
Blend “I robot, You blend” - You give them the
sounds and ask the children to give you the word (blend)
Segment “I give you a word, you segment (robot arms)” - You give them the
word and they give you the sounds segment).
Read - Show children new grapheme card and make the sound. - Read words moving card across graphemes - “Look at the letters, make the sounds and blend the sounds together” - Ask children to read words without card.
Write
- “Say the word, robot the word, writ the word” - Write 3/5 words depending on ability level. - Teacher walks around to ensure correct letter formation (ascenders and descenders
and no capital letters), spelling and pen grip. Apply EITHER READ OR WRITE
- Read sentences to match to picture (moving card across words to be blended and just reading high frequency words)
- Write sentence - Ask for capital letters, full stops and
finger spaces.
Phase 4: CCVC (and CCV) Word List
br
bray brow brash brick bring brag brat
brown brush
sw
sway swat
sweep swing swim
cl
clay clear clog clap clip
clown cling
fl
flag flog flat
flash fling
sp
spin speech
spot spoon speck spear spoil sport spark
tr
trap trip tree tray
trash track
sm
smack smell smart smear
gr
grip gran grab greet green growl
dr
drop drip drag
droop
cr
creep crash
sc
scar scab
scoop
pr
pram pray press preen
fr
from frog free frock fresh frown fright
tw
twin twig
st
stop step star start steep
OTHER: plan, glad, sniff, plum, drop, bleed.
Phase 4: CCVC Word List
nk
sink link
bunk bank thank chunk think
nch
bench bunch lunch punch
ct
fact pact tact duct
mp
camp hump lamp damp limp jump
champ chimp thump
ft
left loft soft sift lift
theft tuft girt shift
lk
milk silk sulk
lt
melt belt felt tilt silt kilt
xt
next text
sk
tusk musk rusk
lf
golf elf
shelf
nt
dent tent sent rent went joint hunt burnt
st
chest gust cost nest just lost best bust
nd
pond land sand wind band fond hand
OTHER
help gulp kept tenth sixth
Phase 4: CCVCC, CCCVC, and CCCVCC Word List
CCVCC
skunk trench drench crunch swift
clench tramp prank French twist thrift stand thrust spend drink drank
drench frost
stamp slept blink trunk
CCCVC
spring scrub scrap street
CCCVCC
shrink scrunch
Two – syllables: Inspect, cluster, flower, champion, shampoo, chimpanzee, scuba, scooter, scaffold, prison, proper, printer, tweezers, twilight, milking, melting, extra, extent, extract, extinct, treetop, selfish, starlight, twisting, handstand, windmill, sandwich, driftwood
Phase 4 Phonics
Review and Recap Hear
Rhyme Identify Blend (you robot) Segment (they robot)
Read
Write
Apply
Phase 4 Phonics Lesson Plan
Review and Recap - Children read through already learnt graphemes (Phase 2 and 3 depending on which
need to be revised). - Teacher ensures they are saying the sounds correctly. - DO NOT read through adjacent consonants.
Hear
Repeat - Get children to
repeat names of picture cards
- “What do you notice about these 3 words?”
Identify - “What is the
1st/2nd/3rd etc sound in …….?
- Use phoneme fingers 2/3 words
Blend “I robot, You blend” - You give them the
sounds and ask the children to give you the word (blend).
Segment “I give you a word, you segment” - You give them the
word and they give you the sounds, children still robotting. (segment).
Read - Show children adjacent consonants card, telling the children “Two letters and two
sounds”. - Read words moving card across graphemes. - “Look at the letters, make the sounds and blend the sounds together” - Ask children to read words without card.
Write - “Say the word, robot the word, writ the word” - Write between 3/5 words depending on ability level. - Teacher Walks around to ensure correct letter formation (ascenders and descenders
and no capital letters), spelling and pen grip. Apply EITHER READ OR WRITE
- Read sentences to match to picture - Read sentence for meaning - Sentence substitution
- Write sentence - Give them a sentence starter and then
different ability groups use different connectives.
- Ask for capital letters, full stops and fingers spaces.
DRAFT VERSION 1
Stage 5
New graphemes for reading. Tower Hamlets suggest order Week 1
(Revise ay)
ai* (snail in the rain)
*(Words p102 in phase 3)
ay/ai
Consolidate
Ph* (phonics phone
words p151)
(Revise ow)
*oa (goat in at boat)
oa words p102 also
oe
Week 2 (Revise igh)
ie
(Split digraph)
i_e*
(nice bright smile)
(revise ow/oa)
o_e
(phone home)
(Revise ay/ai)
a_e
(make a cake)
Consolidation
lesson
Week 3
(Revise ee)
ea (cup of tea)
e_e
Consolidation
lesson
(Revise ure/er)
ir
(what and twirl)
(Revise oo)
ue (nice bright
smile)
Week 4
ew
(chew the stew)
u – e
(huge brute)
Consolidation
lesson
aw
(yawn at dawn)
au
Week 5
(Revise oi)
oy (toy for a boy)
(Revise brown cow)
ou (shout it out)
Consolidation
lesson
wh
(not ‘who’) When, where,
why
ure
(sure it’s pure?)
DRAFT VERSION 1 Weeks 7 – 10 Alternative pronunciations’ (see p136) 4 a week
New phoneme
Zh
(p157 words)
i
(fin/find)
ow
(cow/blow)
oa
(who)
ea
(eat/bread)
u
(but/put)
ie
(tie/field)
Y
(yes/by/very)
c
g
a
(after w see Y3LS) and qu
ou
(some omission eg hot/cold)
NB
Zh – rare in English – only occurs in words of French and Latin origin
C and G are ‘soft’ when followed by e and l (city/cent – gent/giant) (and hence adding gu in guess/guilt)
Phoneme e is usually spelt e _
ea is more common as long phoneme (except when ends with d – see next bullet)
ea stands for e phoneme particularly commonly before d (dead, bread, read ….) – is also a group of words ending in th and f (deaf) and past tenses like leapt, meant, death/breath, health
fi/find I – short I most common (97%)
In common shorter words grapheme ou occurs 52% of time ow 43% of the time Long o On whole o_e is more common spelling but oa is frequent before a t (and_more rarely – before ‘f’) In common shorter words ‘o_e’ occurs in 32% of words, ‘o’ in 26%, while oa and ow each occur in more than 10%. In single syllable words, grapheme o is used mostly at end of very common words like ‘go’ and ‘no’ and before l – eg ‘roll’. Before b, g, z, grapheme o_e is used rather than oa (‘nose’) Before f and x ‘oa’ is used, (‘loaf’) otherwise not pattern.
Phase 5 Phonics Lesson Plan
Review and Recap - Children read through already learnt graphemes (Phase 2/3/5 - depending on which
they have problems with!!!) - Teacher ensures they are saying the sounds correctly. - Revise original sound taught for alternative grapheme (i.e. f for ph/igh for i_e_. Run
through: - Repeat 2/3 words “What sound?” - Identify Phoneme finger 2/3 words – “what is 1st/2nd/3rd sound in ……..” - Blend (l robot, you blend) - Segment (I give you a word, you robot) - Read grapheme card - Read words moving card across
Hear Repeat - Get children 3
words with new grapheme and they repeat.
- “What do you notice about these three words?”
Identify - “What is the
1st/2nd/3rd etc. sound in …….?
- Phoneme fingers 2/3 words
Blend “I robot, You blend” - You give them the
sounds and ask the children to give you the word (blend)
Segment “I give you a word, you segment” - You give them the
word and they give you the sounds, children still robotting. (segment).
Read - Read new and old graphemes that make the same sound. - Read words moving card across graphemes. - “Look at the letters, make the sounds and blend the sounds together” - Ask children to read words without card.
Write - “Say the word, finger the word, writ the word” - Write 3/5 words depending on ability level. - Teacher walks around to ensure correct letter formation (ascenders and descenders
and no capital letters), spelling and pen grip.
Apply EITHER READ OR WRITE
- Read sentences to match the picture - Read sentence for meaning - Sentence substitution
- Write sentence - Give them a sentence starter and then
different ability groups use different connectives.
- Ask for capital letters, full stops and fingers spaces.