Letters and Sounds: Phase Five

More documents

Recommendations

Info

Letters and Sounds: Phase Five Teaching alternative pronunciations for graphemes Known graphemes for reading: common alternative pronunciations i fin, find ow cow, blow y yes, by, very o hot, cold ie tie, field ch chin, school, chef c cat, cent ea eat, bread ou out, shoulder, could, you g got, giant er farmer, her u but, put (south) a hat, what Purpose ■ To recognise that alternative pronunciations of some graphemes in some words need to be tried out to find the correct one Resources ■ Words on individual cards, half of the words illustrating one pronunciation of a grapheme and half illustrating the other (e.g. milk, find, wild, skin, kind, lift, child) – see ‘Known graphemes for reading: alternative pronunciations’ on page 152) Procedure 1. Display a word where the vowel letter stands for the sound learned for it in Phase Two (e.g. milk) and ask the children to sound-talk and read it. 2. 3. 4. 5. 6. 7. 8. Display a word with the alternative pronunciation (e.g. find), sound-talk and read it using the incorrect pronunciation and therefore saying a nonsense word. Discuss with the children which grapheme might have a different pronunciation (e.g. find). Sound-talk the word again and read the word, this time correctly. Display another word. Ask the children to sound-talk it to their partners and decide the correct pronunciation. Choose a pair of children and ask them to read the word. Continue with more words. Letters and Sounds: Principles and Practice of High Quality Phonics Primary National Strategy 00281-2007BKT-EN © Crown copyright 2007
Practising recognition of graphemes in reading words Flashcards Purpose ■ To say as quickly as possible the correct sound when a grapheme is displayed Resources ■ Set of A4 size cards, one for each grapheme (or graphemes stacked on interactive whiteboard screen) Procedure 1. 2. 3. Hold up or slide into view the grapheme cards the children have learned, one at a time. Frieze Ask the children to say, in chorus, the sound of the grapheme. Increase the speed of presentation so that children learn to respond quickly. Resources ■ ■ Frieze of graphemes Pointing stick/hand Procedure 1. 2. 3. Point to or remotely highlight graphemes, one at a time at random, and ask the children to tell you their sounds. Gradually increase the speed. You could ask a child to ‘be teacher’ as this gives you the opportunity to watch and assess the children as they respond. 00281-2007BKT-EN © Crown copyright 2007 Letters and Sounds: Principles and Practice of High Quality Phonics Primary National Strategy Letters and Sounds: Phase Five
Page 1 and 2: Letters and Sounds: Phase Five 0028
Page 3 and 4: Summary Children entering Phase Fiv
Page 5 and 6: 00281-2007BKT-EN © Crown copyright
Page 7: Example session for split digraph i
Page 11 and 12: Procedure 1. 2. 3. 4. 5. 6. 7. Disp
Page 13 and 14: Procedure 1. 2. 3. 4. 5. 6. 7. Remi
Page 15 and 16: Variation Choosing three right answ
Page 17 and 18: Phoneme spotter Purpose ■ ■ To
Page 19 and 20: Best bet Purpose ■ To develop chi
Page 21 and 22: Practising spelling two-syllable an
Page 23 and 24: Bank of words and other materials f
Page 25 and 26: ow ie ea er ou down low pie chief s
Page 27 and 28: ar/ /air/ /or/ father half there pe
Page 31 and 32: Questions for Yes/no questions (See
Page 37: 00281-2007BKT-EN © Crown copyright

Letters and Sounds: Phase Five

Create successful ePaper yourself

Delete template?

Save as template?