03 sound foundations - phonics.doc

7/23/2019 03 Sound Foundations - Phonics.doc

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03

Sound Foundationsin Literacy

Phonics

Phonemic Awareness

Spelling Reliability

/’φ νΙκσ /

[ph] [o] [n] [i] [cs]

/φ↔’ νιµΙκ ↔’ωε↔ν℘σ/[ph] [o] [n] [e] [m] [i] [c] [a] [w] [are] [n] [e] [ss]

/’σπελιΝ ,ρΙλειϕ↔’βΙλΙτι/[sp] [e] [ll] [i] [ng] [r] [e] [l] [i] [a] [b] [i] [l] [i] [ty]

1 Background

The frst thing to point out about phonics is that it was deeloped as afrst language learning tool! So it would be more applicable to theteaching o" the mother tongues spo#en in $alaysia than the teachingo" %nglish, i" it was used as a whole system! &ot only in the ordering o" content and s#ills practice is "oreign language teaching di'erent "rom"ormal language training in the frst language ()*+, but also in thetypology o" actiities per"ormed by learners in class and "or homewor#!

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The trained %) pro"essional considers which )* practices can beadapted "or use in the "oreign language classroom!

-$any teachers and researchers suggest learner’s early phonice.perience wor#ing with sounds and letters should later proe use"ul in

helping students brea# down un"amiliar words and achiee greaterconfdence and uency! (0leins 12234 5arrison, 12214 5epplewhite,1226+!7 (8eering, 1223+

9hen wor#ing with "oreign language learners, we intend to teach,basically, the same syllabus material: content and s#ills, bearing inmind the age, literacy skills and -sophistication7 o" our particulargroup o" learners and changing the emphasis and ordering o" thesyllabus material accordingly!

The )* practices o" learning to say the alphabet aloud, ta#ing spelling

tests and children reading aloud without the teacher or a cassettemodelling pronunciation be"orehand are part o" putting the cart be"orethe horse! ;hildren surmise incorrect -rules7 about spo#en %nglish:they read with the rhythm and intonation o" their mother tongue, spellwords according to their idiosyncratic sound<symbol correlation and,when encountering new words, they may sound the -pronunciation7out according to the names o" the letters o" the alphabet!

As 8aid )ee writes in his boo# Language, Child and Society ,-)anguage "or the child is a predominantly spo#en phenomenon,7 and-$odern linguistics di'ers "rom traditional linguistics in that it points

out the richness and comple.ity o" the spo#en language in its own right(whether or not it is grammatically correct+!7

As Alan =ennedy writes in The Psychology of Reading, -9ritten %nglishcontains correspondence between se>uences o" letters and theirassociated sounds! ?ne<to<one assignment o" sound to letter will bewea# in %nglish because there are many more possible sounds thanletters,7 and -=nowing the sounds o" the letters will not necessarilylead to the correct pronunciation o" the word!7

@" our learners are made to "ocus on written symbols be"ore they hae

had ade>uate e.posure to the sounds o" %nglish, their tendency will beto use similar mother tongue sounds (which is per"ectly natural+ or tobase their production o" un"amiliar %nglish sounds on the sounds theyhae practiced when learning the names o" the letters in the alphabet!)ogically they will try to sound out the pronunciation o" new words theyencounter by ma#ing associations between the name o" the letter andthe particular sound that the letter -represents7 in the whole word!

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The e.periment we are going to underta#e this year in your schools willbe to see to what e.tent we can apply phonics principals in a "oreignlanguage conte.t and at the same time begin to use phonics tools inyour 0ehasa $alayu classes too!

-0y learning phonics, students are becoming aware o" componentsounds in the language, blending those sounds, automating theirresponses to those sounds and applying this #nowledge and s#ill toboth speech and te.t!7 (8eering, 1223+

There are di'erent approaches to phonics learning! The approach thatwe will e.periment with is called Synthetic Phonics! Synthetic’ is aBree# word and it comes "rom the Bree# word synthesis’, whichmeans to blend!

-Synthetic phonics inoles a part<to<whole approach where students

frst learn the indiidual phonemes represented by letters and lettercombinations! The student learns to apply these phonemicgeneraliCations to reading and pronunciation o" te.t! %!g! a D ant, b Dboo#, t D tiger, b/a/t E bat!7 (8eering, 1223+

2 Phonics and the sound system

9ith synthetic phonics in a frst language (%nglish+ conte.t, childrenare taught to recognise all o" the FF pure sounds o" the %nglishlanguage that we use when we are spea#ing, along with the common

ways they are spelled4 this is called the Alphabet ;ode! A simple/basicalphabetic code is taught frst, then the comple./adanced alphabeticcode (there are *G2H spelling ariationsI+!

;hildren are taught to sound<out and blend the indiidual sounds "romle"t to right all<through<the<written<word "or reading and to "etch thesounds "rom memory "or spelling, segmenting all<through<the<spo#en<word! The Alphabet ;ode is taught speedily, wor#ing "rom soundssimply spelled with one letter to the more diJcult, spelled with groupso" 1, G or F letters (graphemes+!

Brapheme * Brapheme 1 Brapheme Gc a tb ir df i sh

kn igh t

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;hildren are gien plenty o" writing practice! $ulti<sensory mnemonics(actions and/or letter<shape pictures+ are used initially to help teachthe letter<sound correspondences!

Reading isnKt introduced until Phase 1 in the programme and, at frst,

the reading will be decodable, i!e! the reading te.ts only contain wordsthat can be sounded<out based on what the student has already beentaught, so no guessing is necessary!

3 A taught skill - nature ersus nurture!he "rst language learning conte#t

The ease with which a child can be taught to listen and unrael thephonemic leel o" speech in order to lin# each phoneme with its writtensymbol, appears to be heritable KBood/bad phoneme<awareness runs in"amilies, Lust as musical talent doesK ($cBuinness, *MMN+! Thisunraelling is necessary because speech consists o" co<articulated

sounds blended into a rapidly produced sound stream!

The ability to manipulate speech sounds is a taught s#ill, not anoutcome o" cognitie maturation or e.posure to language! As theirliteracy improes it should again become an automatic process "orliteracy purposes and drop below consciousness unless it is actuallyneeded to deal with an un"amiliar written word!

or those children who lac# any natural aptitude (due to normalgenetic ariation, not a brain/learning de"ect+ "or untangling thephoneme leel o" speech, really good direct teaching o" the alphabet

code done frst and "ast, with plenty o" reision, will enable them tolearn the s#ills necessary to become good readers!

Sound scientifc research (in frst language learning+ along withstandardised testing has established une>uiocally that, to be sure o" succeeding with all children an initial literacy programme needs toteach all o" the FF sound/letter correspondences in %nglish along withthe s#ills o" sounding<out and blending!

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This means that a synthetic/linguistic phonic scheme should be usedwith all beginning readers without the addition o" any whole<wordpractices4 guessing "rom picture, conte.t and initial letter clues, letternames, sight<words and, initially, whole<language reading boo#s! -@t

seems so reasonable on the sur"ace, a bit o" phonics, a bit o" loo# andsay, a bit o" whole word guessing, who could argue with thatO 9ell, i" you go on doing what you’e always done, you’ll go on getting whatyou’e always got, in this case 16 to G2 per cent o" the children in yourschool unable to read properly!7 (Shadwell, 1223+

-@n synthetic phonics schools there is no long tail o" underachieement! There is no gender gap! 0oys do not underachiee! Same #ids di'erent teaching methodology!KK (Shadwell, 1223+

Phonics is only a small part o" "ailure to learn to read D poerty plays a

ital role, as does a ery narrow curriculum, which narrowse.pectations and reduces opportunities!

$ An e#am%le of a %honeme frame actiity

Purpose: To deelop the concept that sounds/phonemes arerepresented by letters4 to teach phonemeDgrapheme correspondences4to deelop segmentation s#ills4 to gie e.perience o" blending

!y%e of actiity& 'emonstration ( sho) me$aterials: a set o" graphemes appropriate to the letter group4 obLects

or pictures to match the words4 three small whiteboards, pens andwipes4 a puppet (optional+

Procedure*! ;hildren sit on the oor!1! Three children are selected to be the writers "or the class Q sit at the"ront, each with a large piece o" paper and a pen!

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G! Tell the children that they are going to help the puppet (i" using one+to spell some words Q that they will need to listen care"ully!F! Select an obLect and ensure that the children #now what it is!6! Place the graphemes needed "or the word Lust aboe the phoneme"rame in a random order, Q tell the children that these are all the

letters they will need to spell the word!

s a p m c t g o

e!g! mat, sat, cat, map, tap, cap, top, pop, mop, pot

N! Point to the frst bo. Q tell the children to listen Q tell you whatsound they can hear!! Say the word in a stretched out way, emphasising the "ocusphoneme while you run your fnger under the phoneme "rame pausing

under the bo. "or the "ocus phoneme! (ou may need to repeat this inthe initial stages!+M! As# the children to tell you what sound they heard!*2! As# the children to thin# about which letter shows that sound!**! Select a child to come Q identi"y the letter Q to place it in the bo.!*1! Repeat the process "or the remaining bo.es!*G! Remind the children what word they hae spelled!*F! All the children say each sound as you tap under each bo. Q thenthe word!*6! Tell the children that now they hae to help the scribes to write theword by calling out each sound!

*3! Point to each grapheme in turn! The children call out the sound! The scribes write each grapheme as the other children call out thesound!*N! @nite the children to chec# whether the scribes hae spelled theword correctly by as#ing the scribes to hold their boards aboe theirheads so the children behind can see them!*! The children respond and can gie a clap "or the scribes!*M! ;ontinue with other words!

*ariation To increase the pace, instead o" as#ing the children to come out Q

show you the grapheme, you can use di'erent coloured s>uares asidentifers "or the graphemes, so the children can Lust tell you, "ore.ample, @t’s the red one!

+nde%endent time All children must hae the opportunity to repeat this actiity on anindiidual basis within a small group! %ach child will need a set o" graphemes and a phoneme "rame!

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ou will need the set o" obLects or pictures and a small board with aphoneme "rame! The children place their set o" graphemes in a line aboe theirphoneme "rame! Proceed as be"ore, as#ing the children to listen "or each sound in turn

as you tap the appropriate sound bo. and say the word in a stretchedout way!

s p m g o

t c a

%ach child then identifes the phonemeDgrapheme match "rom theirown set and places it in the appropriate bo.! %ery child then writes the word, using the word in their own

phoneme "rame as a model, saying the sound as they write thegrapheme, then the whole word! ;ontinue as time allows!

*ariation To increase the pace o" the actiity, instead o" as#ing the children tocome out and show you the grapheme, you can use di'erent coloureds>uares as identifers "or the graphemes, so the children can Lust tellyou, "or e.ample, @t’s the red one!

+nde%endent time

All children must hae the opportunity to repeat this actiity on anindiidual basis within a small group! %ach child will need a set o" graphemes and a phoneme "rame! ou will need the set o" obLects or pictures and a small board with aphoneme "rame! The children place their set o" graphemes in a line aboe theirphoneme "rame! Proceed as be"ore, as#ing the children to listen "or each sound in turnas you tap the appropriate sound bo. and say the word in a stretchedout way! %ach child then identifes the phonemeDgrapheme match "rom their

own set and places it in the appropriate bo.! %ery child then writes the word, using the word in their ownphoneme "rame as a model, saying the sound as they write thegrapheme, then the whole word! ;ontinue as time allows!

, #%loring A Frame)ork

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9hat you hae read aboe applies to frst language learning! @n asecond or "oreign language conte.t phonics is rarely used as aninstructional strategy, whereas phonemic awareness is! 9hen it comesto spelling rules, second and "oreign language learning stresses awhole word and sentence leel awareness instructional strategy!

The reason "or this is clear! )iteracy is not a second or "oreign languageissue in the ast maLority o" conte.ts! $ost learners do not start tolearn a "oreign language until they hae already mastered the basics intheir frst language (mother tongue+! @n some cases, such as inbilingual community conte.ts, then the child learner will be "ormallytaught the national (community+ language in school and will learn theirfrst language (mother tongue+ simultaneously at home or in less"ormal learning enironments! At a later stage in their "ormal education(typically a"ter the age o" *2+, then their mother tongue may beintroduced as a part o" their "ormal education! %.amples o" this may

can be seen in 9ales, The Republic o" @reland, 0rittany (rance+,Alsace<)orraine (rench<Berman border+, ;orsica, SwitCerland! @n all o" these cases, and many more, the term "oreign language learning doesnot apply!

So in order to e.plore the potential uses o" phonics and phonemicawareness in a "oreign language conte.t (our conte.t in Perlis+ we willneed a modifed "ramewor#! 9e cannot use a frst language "ramewor#imported "rom a di'erent culture and language community (e!g! theU=+, and e.pect it to be success"ul! 9e must also remember that thecommunity language (0ahasa $alayu+ has a di'erent sound system

and di'erent spelling rules! The Alphabet ;ode does not match whenwe compare %nglish with 0ahasa $alayu!

Additionally, in a "oreign language learning conte.t we hae to hae abroader and perhaps more balanced approach when consideringinstructional strategies!

9hat we perhaps can agree on are the general "oundation bloc#sre>uired "or literacy:

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,.1 +nstructional Strategies& in the classroom

*! a clear "ocus on instruction, through direct teaching41! e'ectie use o" teaching time4G! systematic and challenging teaching o" phonics, spelling and

ocabulary4F! suitable opportunities "or pupils to apply and improe their

deeloping s#ills in spea#ing and listening, reading and writingacross the curriculum4

6! high but realistic e.pectations o" pupils, reected in

improements in both the >uantity and >uality o" wor# produced,"or e.ample in the range o" reading and writing tas#sunderta#en4

3! good interaction between teachers and pupils that constantlytests and e.tends understanding and proides constructie"eedbac# on how improement can be achieed!

,.2 +nstructional Strategies& in the school

*! a willingness by B0s and curriculum leaders to ta#e robust

action, including the setting o" targets, to raise standards41! whole<school planning "or literacy which ta#es "ull account o" there>uirements o" the curriculum4

G! systematic monitoring o" the >uality o" educational proision andstandards o" pupils’ achieements by B0s and curriculumleaders4

F! practical training and support "or teachers within the school4

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6! close lin#s with parents to reect their interests and promote apartnership in education!

&otes:

,.3 An +nstructional Frame)ork

@n Phase * o" this proLect we will need to "ocus on the "ollowing toarying degrees depending on the 8iagnosis and Assessment o" thepupil’s e.isting #nowledge base! @t will not be the case that all o" whatis stated below will be re>uired "or all pupils or all classes! TheobLectie o" Phase * is to bridge the learning gap, to identi"y what isnot #nown and then to help them to understand the gaps in their#nowledge base be"ore moing on to Phase 1 < the practice andproduction phase!

To help the pupils to:1/ discriminate between the separate sounds in words42/ learn the letters and letter combinations most commonly used to

represent3/ these sounds in both 0ahasa @nggeris and 0ahasa $alayu4

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$/ read words by sounding out and blending the separatephonemes4

,/ spell words by segmenting the phonemes (graphemes+ and usingtheir #nowledge o"

/ letterDsound correspondences to represent the phonemes!

/ hear and identi"y initial, medial and fnal sounds in words4/ distinguish between the alphabet letter sounds and phonemes4/ write each letter, and combination o" letters (graphemes,

consonant clusters+ in response to each sound410/ identi"y and write phonemes in common words411/ discriminate all phonemes in words, to blend phonemes

into words "or reading and to segment words into phonemes "orspelling4

12/ spell the common words presented as a part o" theinstructional proLect4

13/ learn the common alternatie spellings o" long owel Q

diphthong phonemes!

&otes:

Phonemic A)areness Skills

Phonemic Awareness moes through three stages:

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*! Sensitiity to sound properties within words1! ;onscious awareness o" these soundsG! ;onscious and analytical manipulation o" the sounds within words

)eels suggested are e.ible < children may moe on as soon as the

prere>uisite s#ills are mastered!

Stage 1& Preschool to arly 4ear 1

Sensitiity:

*! Rhyming < recognition, matching, odd<one<out actiities1! Alliteration < beginning sounds

Stage 2& arly 4ear 1

;onscious Awareness:

*! Rhyming < creation o" rhyme1! Alliteration < beginning sounds

G! @solation < beginning and ending soundsF! Segmentation < syllables, 1 Q G phoneme words

Stage 3& 4ears 1 ( 2

;onscious Q Analytical $anipulation:

Segmentation < G Q F phonemes together0lending < G Q F phoneme words

%.changing < Substitution, 8eletion

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.1 5hyming ( Alliteration

$aterials: 0ig boo#s, picture boo#s containing rhyme, pictures, picturecards, rhyming bingo! Note: &ursery Rhymes are a great startingpoint!

Teacher >uestions

8oesVVVVV rhyme with VVVVV O

9hich one sounds the same as VVVVVO

9hich one does not belongO VVVVV, VVVVV, or VVVVV!

%ncouraging creation

$a#e a word that rhymes with VVVVV!

;omplete the sentence with a word that rhymes with VVVVV!

;omplete the sentence with a rhyming word VVVVV!

Alliteration: Teacher >uestions

8o VVVVV, VVVVV, and VVVVV begin with the same soundO

9hich words begin with the same soundO VVVVV

8oes VVVVVVVVV begin with VVVVVVVO

9hat does VVVVVVVVV begin withO

8oes VVV begin with the same sound as VVVVVVVO

%nding Sounds: Teacher >uestions

8oes VVVVVVVVV end with VVVVVO

9hat does VVVVVVVV end withO

8oes VVVVVVVV end with the same sound as VVVVVVVVO

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t i a

t i a m h

.2 Segmentation& Articulating the sounds

$aterials: 0lan# cards diided into 1, G, or F spaces! 0lan# letterbloc#s, )etter bloc#s: m " s p t n a i h

&!0! @t is suggested that only a limited number o" letters is used in theproLect and these are taught to the children prior to segmentationtraining!

Letter cards&

;W and W; words! Using a 1 space card: Place a letter on a space "oreach sound you hear in the word VVVVV (e!g! it, at+

X

;W; words: Using a G space card! Place a letter on aspace "or each sound you hear in the word VVVVV (e!g! mat, hit+

X

;W to ;W; words: 1 to G sounds! Using 1 andG space cards: $a#e the word ta! Bood < now place p at the end o" it!Sound it out t - a - p! 9hat word hae you madeO &ow place the letterson the G space card and say each sound < t - a - p! 9hat word is itO tap.Bood! &ow we can ma#e words with three sounds!

.3 6ounting !he Sounds

2 and G sounds!$aterials: Picture cards;lap the sounds in the word VVVVVV ( c c words e!g! ta, at+;lap the sounds in the word VVVVVV ( cc words e!g! pin, tin+5ow many sounds in the word VVVVVVO (c, c, cc words +

.$ 6ounting !he Syllables

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$aterials: pictures, obLects0rea# the word into 1 parts, e!g!, ti/ger0rea# the word into G parts! e!g!, oct/o/pus0rea# the word into 1 or G parts, e!g!, Ce/bra, el/e/phant

5ow many parts in the word VVVVVVVVO e!g!, 1 Q G syllable words

., Articulating !he Sounds

$aterials: F space cards, letter bloc#s!

;W; T? ;W;; words < G to F sounds:Using G and F space cards and letter bloc#s ma#e ccc words:Plurals: $a#e "an! Bood! &ow add s! 9hat does it sayO f - a - n - s -fans.Place the bloc#s on the F space card! 9hat is the wordO fans

;W;; words:Using a F space card and letter bloc#s: Y $a#e the wordVVVVVVV! Say theword slowly4 stretch it out! (e!g!, pins, mist, pant+!

. 7onsense 6*66 8ords

;ounting The Sounds: < F sounds

;W;; and ;;W; words:

5ow many sounds can you hear in the word VVVVVVVO (e!g! trop+

. Blending

9ord %.tension

;W; words:Say the words slowly4 stretch them out li#e a piece o" elastic in yourhands4 (e!g! sit s s s s i i i i i t +!

;W;; and ;;W; 9?R8S:Say the words slowly4 stretch them out li#e a piece o" elastic in yourhands4 (e!g! wwwwaaaannnntttt, ssssttttoooopppp+

Telescoping$aterials: puppets, pictures

W; or ;W words:

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9hat word is the puppet trying to sayO Say the sounds "ast! (e!g! a - t aaat at +!

;W; words:9hat word is the puppet trying to sayO Say the sounds "ast! (e!g! m < a

- t mmaaat mat +!

SubstitutionAttempt only a"ter segmentation and blending training! $aterials: 1,Gand F space cards!

;W; words:0eginning Sounds: e!g!, $a#e sat! &ow change s to f ! 9hat does it sayOfat.%nding Sounds: e!g!, $a#e n. &ow change n to t ! 9hat does it say t.$iddle Sounds: e!g! $a#e pan! &ow change a to i! 9hat does it sayO

pin!

;W;; words0eginning Sounds: e!g!, $a#e VVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVV

%nding Sounds: e!g!, $a#e VVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVV

$iddle Sounds: e!g!, $a#e VVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVV

;;W; words:%nding Sounds: e!g!, $a#e VVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVV


;;W; words:

%nding Sounds: e!g!, $a#e VVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVV


8eletion

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;W; words:e!g!, $a#e fat. Ta#e away the f ! 9hat does it sayO at !

;W;; words:

0eginning Sounds: e!g!, $a#e pant! Ta#e away the p! 9hat does it sayOant !$iddle Sounds: e!g!, !a"e st. Ta#e away the s! 9hat does it sayO t !%nding Sounds: e!g!, $a#e nips! Ta#e away the s! 9hat does it sayO nip!

;;W; words:0eginning Sounds: e!g!, $a#e VVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVV


A 6atalogue of S%ellings

The top spellings "or phonemes and their percentages o" the *N,222

most "re>uent words! (Adapted "rom: ry, 122F+

PhonemePrinci%al s%ellings in order of fre9uency ande#am%le )ords

/Θ/ a :sack /; <= aVe (ha#e+, GZ

/εΙ/ a ($acon+, F6Z4 aVe ($a"e+, G6Z4 ai (%aid+, MZ4 ay ( play +,

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3Z

/Θ/ /ε↔/ar ( pa%a$le+, 1MZ4 are ($a%e+, 1GZ4 air (fai% +, 1*Z4 ere(the%e+, *6Z4 ear ($ea% +, 3Z

/α/ ar :bar /; <= are (a%e+, 6Z4 ear (hea%t +, GZ

/ / a ($all+, 11Z4 au (haul+, *MZ4 aw (saw+ *2Z

/b/ b :big/; <

/τΣ/ ch :chair /; ,,<; t (featu%e+, G*Z4 tch (catch+, **Z

/d/ d :do/; <

/℘/o (othe% +, 1FZ4 u (up+, 12Z4 i ( panic+, *Z4e (enough+, **Z4 ou (fa&ous+, 6Z

/e/ e :bed /; 1<= ea ($%ead+ FZ

/Ι/ y (#e%y +, F*Z4 e ($ewa%e+, F2Z

/Ι↔/ ear (fea% +, 16Z4 eer (dee% +, *Z4 eVe (he%e+, *FZ4 ier (tie% +,NZ

/λ6/ le :table/; ,<

/↔/ er :teacher /; <= or (odo% +, *1Z4 ar (cella% +, Z

/"/ f :fox /; <= ph ( phone+, *1Z4 ' (stu' +, MZ

/g/ g :girl /; <= gg (egg+, 6Z4 . (e(it +, GZ

/h/ h :hot /; <

/ω/ )h :white/; 100<

/Ι/i :hit /; 2<=

i<e (gi#e

+, 3Z y (gy&

+, 1Z]/εΙ/ iVe ( pipe+, GNZ4 i ()i$le+, GNZ4 y ($y +, *FZ4 igh (%ight +, 3Z

/δΖ /ge :age/; <= L ( *et +, 11Z4 dge (edge+, 6Z4 d (soldie% +,GZ

/#/ c :car /; 3<= # ("it +, *GZ4 c# (sic" +, 3Z4 ch (choi% +, GZ

/κσ/ # :six /; 0<= c#s ("ic"s+, *2Z

/κϕυ/ 9u :quit /; <

/l/ l :leg/; 1<= ll (tell+, MZ

/m/ m :mad /; $<= mm (di&&e% +, FZ

/n/ n :no/; < [#n ("now+*Z]

/Ν/ ng :sing/; ,<= n (&on"ey +, F*Z

/ / o :hot /; $<= a (want +, 6Z

/↔Υ/o :focus/; 3<= oVe (hope+, *FZ4 oa ($oat +, 6Z4 ow (%ow+,6Z

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/ Ι / oi :oil /; 2<= oy (toy +, G1Z

/℘/ u :bush/; 1<4 oo (hoo" +, G6Z4 o (wo&an+, 6Z

/ / or :for /; <= ore (co%e+, GZ

/αΥ/ ou :shout /; ,<= ow (howl+, 1MZ4 ouVe (house+, *GZ

/p/ % : pin/; <; pp (happen+, FZ

/r/ r :run/; <

/s/ s :say /; 3<; c (ce%eal+, *NZ4 ss (toss+, NZ

/Σ/ti :action/; ,3<= sh (shy +, 13Z4 ci (special+, 6Z4 ssi(ssion+, GZ

/t/ t :top/; <

/Τ/ th :bath/ 100<

/℘/ u :bus/ <= o (ton+, Z

/ϕυ/ or /υ/ u :human/; ,<= uVe (use+, *MZ4 oo (&oon+, **Z4 ew(few+ FZ

// :very /; .,<

/w/ ) :way /; 2<= u (suede+, N!6Z

/ϕ/ i :onion/; ,,<= y ( yes+, FFZ

/C/s :was/; $<= C ( +e%o+, 1GZ4 es (ies+, FZ, . ( (ylophone+,FZ

/Ζ / si :incision/; $<= s ( pleasu%e+, GGZ4 g (ga%age+, *6Z

[Type text]



>o) reliably do o)el s%ellings re%resent %honemes?

(Adapted "rom: \ohnston 122*+

6orres%ondence

Phoneme; e#am%le )ord; and < of reliability incommon )ords

aVe @A ε :cake/ <

ai @A ε :rain/ ,<

ay @A ε : play / <

eVe [%] /ι/ (these+ *NZ

ee @ ι :feet / <

ea @ ι :seat / $<= /e/ (head+ *NZ

ei @A ε :rein/ ,0<= [@] [or [%] /αΙ/ /ι/ (eithe% + 16Z

ey @+

:monkey / <ie [%] /ι/ (eld+ FMZ4 [@] /αΙ/ (tied+ 1NZ

iVe @+ α :"e/ $<

oVe @C ↔Υ :stoe/ ,<

oa @C ↔Υ :coat/ ,<

ow @C ↔Υ :snow/ <= [aw] /αΥ/ (how+ G1Z

oe[?] /↔Υ/ (toe+ FFZ4 [??] /υ/ (shoe+ GGZ4 [u] /℘/ (does+11Z(only M words in sample+

ou[aw] /αΥ/ (out + FGZ4 [u] /℘/ (touch+ *Z4 [or] / / ( you% +NZ

uVe @CC υ :rule, refuse/ <

oo @CC υ :boot/ ,0<= [oo] / Υ/ ($oo" + F2Z

ew @CC υ :blew/ <= [??] /υ/ (few+ *MZ

ui @i :build / ,3<= [U] /υ/ (f%uit + 1FZ

au @a) :cause/ <

aw @a)

:saw/ 100<oi @oi : join/ 100<

oy @oi :boy / 100<

ia @-a -ϕ : piano/ ,$<= [e] /↔/ ( sia+ F3Z

y (unaccented+@i ι :lucky / 100<

[Type text]



All the common nglish s%ellings

/a/ mat /g/ gate, egg, ghost, guest

/ae/ ape, baby, rain, stea#, eight /h/ hat, )hole

/air/ hair, s>uare, bear /L/ Det, giant, cage, bridge

/ar/ Lar, " ast, aunt, heart /l/ lip, bell, sample, pupil

/e/ peg, bread, said, "riend /m/ man, hammer, comb

/ee/ sweet, me, beach, pony,people

/n/ nut, dinner, knee, gnat,gone

/i/ pig, wanted, cygnet, busy /ng/ ring, sin#

/ie/ #ite, wild, light, y /p/ %an, ha%%y

/o/ log, want, because, yacht /#<w/ 9ueen/oe/ bone, soul, boat, sno); dough /r/ rat, cherry, )rite, rhyme

/oi/ coin, boy /s/ sun, dress, house, city, mince

/oo/ boo#, would, put /sh/ ship, mission, station, che"

/oo/ moon, ste), soup, do /t/ tap, letter, debt,

/or/ " or#, ball, sauce, la), door /th/ thrush

/ow/ do)n, house /th/ that

/u/ plug, gloe, tough, does, ood // et, sleee; of

/ur/ burn, person, wor#, " irst, ogre /w/ )et, )heel, penguin

/ue/ (y<oo+ unit, cue, you, " use,

me)

/./ (#<s/g<C+ bo#, e#ist

/b/ boy, rabbit, build /y/ yes

/c/#/ cat /k ey, duck , school, uni9ue /C/ Eip, fEE, sneeEe, is, cheese

/ch/ chip, watch /Ch/ treasure, Asia, aEure,

/d/ dog, ladder, rubbed /uh/(schwa+ button, the,computer

/"/ f ish, co ee, %hoto, rough &!0! colours indicate e.amples o" code oerlap

[Type text]

03 sound foundations - phonics.doc

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