1. PhonicsPhonics 15 th October 2015

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

3. Enunciation Teaching phonics requires a technical skill in enunciation. Phonemes should be articulated clearly and precisely.

4. Letters and Sounds DVD clip – enunciation https://www.youtu be.com/watch?v=- ksblMiliA8https://www.youtu be.com/watch?v=- ksblMiliA8

5. Phonic terminology: some definitions

6. Some definitions A phoneme is the smallest unit of sound in a word. C-u-pc-a-td-o-g

7. Count the phonemes How many phonemes can you count in the following words? Map Car Jumper Mist Start

8. Some definitions Grapheme Letter(s) representing a phoneme taiigh

9. Some definitions Blending Recognising the letter sounds in a written word, for example c-u-p, and merging or synthesising them in the order in which they are written to pronounce the word ‘cup’.

10. 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.

11. Some definitions Segmenting 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’.

12. Some definitions Digraph Two letters, which make one sound A consonant digraph contains two consonants shckthll A vowel digraph contains at least one vowel ai ee ar oy

13. Some definitions Trigraph Three letters, which make one sound igh dge

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

15. A segmenting activity

16. s s

17. s l l s

18. s l i il s

19. s l i p il sp

20. Segment these words into their constituent phonemes: shelf dress think string sprint flick

21. Segmenting WORDPHONEMES shelf dress think string sprint flick

22. Segmenting WORDPHONEMES shelfshelf dressdress thinkthink stringstring sprintsprint flickflick

23. A basic principle The same phoneme can be represented in more than one way: burn first term heard work

24. The same phoneme can be represented in more than one way aa-eaiayeyeigh ee-eeaeey ii-eieighy oo-eoaoeow uu-eueooew oou owoul ouough oioy ara oraworeauough airareear eerear

25. Certain representations of a phoneme are more likely in initial, medial and final position in words. Reducing uncertainty

26. 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.

27. High frequency words The majority of high frequency words are phonically regular. Some exceptions – for example the and was – should be directly taught.