Order in which phonemes are introduced in ‘Letters and ...
Order in whichphonemes are introduced in Letters and Sounds C. Birt. Phase 1 Seven Aspects: Three strands in each 1) tuning in to sounds 2) listening and remembering sounds 3) talking about sounds Oral segmenting and blendingintroduced in Aspect 7 Continues through all Phases Phase 2 19 grapheme-phoneme correspondences Set 1: s a t p Set 2: i n m d Set 3: g o c k Set4: ck e u r Set 5: h b f, ff l, ll ss Phase 3 25 more grapheme-phoneme correspondences Set 6: j v w x Set 7: y z, zz qu Phase 3 two and three letter graphemes: ch, sh th ng ai ee igh oa oo ar or ur ow oi ear air ure er Phase 4 No new graphemes Consolidation of above to read and spell words containing adjacent consonants and to read and spell polysyllabic words- segmenting to spell, blending to read Phase 5 New graphemes, alternative pronunciations for those already known and alternative spellings for phonemes New graphemes: ay (day) ou (out) ie (tie) ea (east) oy (boy) ir (girl) ue (blue) aw (saw) wh (when) ph (photo) ew (new) oe (toe) au (Paul) Split digraphs a-e (make) e-e (these) i-e (like) o-e (home) u-e (rule) New pronunciations for known graphemes: i (fin, find), o (hot, cold), c (cat, cent), g (got, giant), u (but, put (in south of England), ow (cow, blow), ie (tie, field), ea (eat, bread), er (farmer, her), a (hat, what), y (yes, by, very), ch (chin, school, chef), ou (out, shoulder, could, you) Alternative spelling
Oral segmenting and blending introduced in Aspect 7 . Continues through all Phases . Phase 2. 19 grapheme-phoneme correspondences . Set 1: s a t p . Set 2: i n m d . Set 3: g o c k . Set4: ck e u r . Set 5: h b f, ff l, ll ss . Phase 3 . 25 more grapheme-phoneme correspondences . Set 6: j …
Transcription of Order in which phonemes are introduced in ‘Letters and ...
1Order in whichphonemes are introduced in Letters and Sounds C. Birt. Phase 1 Seven Aspects: Three strands in each 1) tuning in to sounds 2) listening and remembering sounds 3) talking about sounds Oral segmenting and blendingintroduced in Aspect 7 Continues through all Phases Phase 2 19 grapheme-phoneme correspondences Set 1: s a t p Set 2: i n m d Set 3: g o c k Set4: ck e u r Set 5: h b f, ff l, ll ss Phase 3 25 more grapheme-phoneme correspondences Set 6: j v w x Set 7: y z, zz qu Phase 3 two and three letter graphemes: ch, sh th ng ai ee igh oa oo ar or ur ow oi ear air ure er Phase 4 No new graphemes Consolidation of above to read and spell words containing adjacent consonants and to read and spell polysyllabic words- segmenting to spell, blending to read Phase 5 New graphemes, alternative pronunciations for those already known and alternative spellings for phonemes New graphemes: ay (day) ou (out) ie (tie) ea (east) oy (boy) ir (girl) ue (blue) aw (saw) wh (when) ph (photo) ew (new) oe (toe) au (Paul) Split digraphs a-e (make) e-e (these) i-e (like) o-e (home) u-e (rule) New pronunciations for known graphemes: i (fin, find), o (hot, cold), c (cat, cent), g (got, giant), u (but, put (in south of England), ow (cow, blow), ie (tie, field), ea (eat, bread), er (farmer, her), a (hat, what), y (yes, by, very), ch (chin, school, chef), ou (out, shoulder, could, you) Alternative spellings for phonemes : See page 144- Letters and Sounds -Teaching alternative spellings for phonemes See page 154 Letters and Sounds -Bank of words and other materials/activities for Phase 5.
2 Phase 6 (see also Y2/3 Spelling Programme and Spelling Bank) Consolidation of all of above Children apply skills and knowledge learned above to become fluent readers and increasingly accurate spellers. Past tense words Adding Suffixes/prefixes to make longer words Tricky bits in words and use of memory strategies.
and sound. Review blending and segmenting CVC words, and review that each letter makes its own sound. Ask for individual and group responses, and keep a brisk pace. Teacher: Let’s start by quickly reviewing vowels. I will point to a letter, and you will tell me the name of the letter, its key word, and its sound. For example, if I point to e ...
Blending and segmenting are a focus of early reading and writing instruction because they are so tightly connected to beginning reading and writing growth. For example, if a student cannot orally blend sounds to make a word, they will not be able to sound out a word while reading text.
important principles of blending and segmenting are secured early, and are easily transferred. This more complex teaching can extend into middle and upper primary school. Some teachers have concerns that a recommendation to explicitly teach letter-sound knowledge detracts from a “balanced approach”.
(vi) segmenting mu ltisyllabic words into syllables; (vii) blending spoken onsets and rimes to form simple words; (viii) blending spoken phonemes to form one-syllable words; (ix) manipulating syllables within a multisyllabic word; and (x) segmenting spoken one -syllable words into individual phonemes; ...
Lesson 2 Blending Syllables and Sounds Prewriting Skills: Hump* Lesson 3 Blending Sounds into Words Differentiating Shapes ... Review: Segmenting and Sound Spelling Practice Reading Words and Phrases Demonstration Story Dictation: …
• combining, or blending the separate sounds in a word to say the word (“/m/, /a/, /p/— map.“); • breaking, or segmenting a word into its separate sounds (“Up—/u/, /p/.“). Children who have phonemic awareness skills are likely to have an easier time learning to read and spell than children who have few or none of these skills.
Blending and Segmenting Focus Area: Phonemic Awareness - Blending and Segmenting Timing: 5-10 minutes Materials: Lists of words with 2, 3 and 4 phonemes Procedure for Teaching Blending: State instructions: “Listen, we’re going to play a say-the-word game. I’ll say a …
English Alphabetic Code with the International Phonetic Alphabet The English language has a fascinating history – but this has resulted in a complex alphabetic code for the writing system whereby the 26 letters of the alphabet represent the 44 or so smallest sounds identifiable in English speech in three complicated ways: