phonicsphonics 15 th october 2015. successful reading demands both word level reading and the...

PhonicsPhonicsPhonicsPhonics1515thth October 2015 October 2015

Successful reading demands both word level reading and the ability to comprehend what has been read.

Enunciation

• Teaching phonics requires a technical skill in enunciation.

• Phonemes should be articulated clearly and precisely.

Letters and Sounds• DVD clip –

enunciation• https://www.yout

ube.com/watch?v=-ksblMiliA8

Phonic terminology:some definitions

Some definitions

A phoneme is the smallest unit ofsound in a word.

C-u-p c-a-t d-o-g

Count the phonemes• How many phonemes can you count in

the following words?

• Map• Car• Jumper• Mist• Start

Some definitionsGrapheme

Letter(s) representing a phoneme

t ai igh

Some definitions

BlendingRecognising the letter soundsin a written word, for examplec-u-p, and merging or synthesisingthem in the order in which theyare written to pronounce the word ‘cup’.

Some definitions

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’.

This skill is usually taught before blending and reading printed words.

Some definitionsSegmenting

Identifying the individual sounds in a spoken word(e.g. h-i-m) and writing down or manipulating letters for each sound to form the word ‘him’.

Some definitionsDigraphTwo letters, which make one sound

A consonant digraph contains two consonantssh ck th ll

A vowel digraph contains at least one vowelai ee ar oy

Some definitionsTrigraph

Three letters, which make one sound

igh dge

Some definitions

Split digraph

A digraph in which the two letters are not adjacent (e.g. make).

A segmenting activity

A segmenting activity

ss

A segmenting activity

s lls

A segmenting activity

s l iils

A segmenting activity

s l i pils p

A segmenting activitySegment these words into their

constituent phonemes:shelfdressthinkstringsprintflick

SegmentingWORD PHONEMES

shelf

dress

think

string

sprint

flick

Segmenting

WORD PHONEMES

shelf sh e l f

dress d r e ss

think th i n k

string s t r i ng

sprint s p r i n t

flick f l i ck

A basic principle The same phoneme can be represented in more than one way:

burn

first

term

heard work

The same phoneme can be represented in more than one way

a a-e ai ay ey eighe e-e ea ee yi i-e ie igh yo o-e oa oe owu u-e ue oo ewoo uow oul ou oughoi oyar aor aw ore au oughair are eareer ear

Certain representations of a phoneme are more likely in

initial, medial and final positionin words.

Reducing uncertainty

1. The best bets for representing /a/ at the beginning and in the middle of a word are a-e and ai.

2. The best bet for representing /a/ at the end of a word is ay.

High frequency words

• The majority of high frequency words are phonically regular.

• Some exceptions – for example the and was – should be directly taught.