English Phonics Chart Programme Guide - THRASS

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4 the keyword and the sound’ for each picture and keyspelling (perhaps by doing the first consonant page and then the first vowel page and so on, so that your learners become increasingly aware of the different consonant and vowels sounds in words). GROUP 3 SKILLS: Name the EP Chart Landmarks and score 120 for the Sounds Check Using the S-51 ENGLISH PHONICS CHART A4 (“EP Chart”) and/or S-55, S-56 & S-69, I CAN…. 15. Slide my finger under the letter-boxes and say “letter-boxes”. □ 16. Slide my finger under the lower-case letters and say “lower-case letters”. □ 17. Slide my finger under the capital letters and say “capital letters”. □ 18. Point under each lower-case letter and name it using Double Raps, Single Raps and 1-1 Matching. □ 19. Point under each capital letter and name it using Double Raps, Single Raps and 1-1 Matching. □ 20. Point under each of the 24 consonant sound-boxes and count them. □ 21. Move my hand in a large circular motion over the consonant chart and say “24 consonant sound-boxes”. □ 22. Slide my finger under the consonant rows and say “C1” □ “C2” □ “C3” □ “C4” □ 23. Slide my finger under the two black and white text boxes and say “vowel line”. □ 24. Point under each of the 20 vowel sound-boxes and count them. □ 25. Move my hand in a large circular motion over the vowel chart and say “20 vowel sound-boxes”. □ 26. Slide my finger under the vowel rows and say “V1” □ “V2” □ “V3” □ “V4” □ 27. Point under the FIRST consonant keyword and keyspelling in each sound-box and ‘Say the keyword and the sound’. C1 □ C2 □ C3 □ C4 □ 28. Point under the FIRST vowel keyword and keyspelling in each sound-box and ‘Say the keyword and the sound’. V1 □ V2 □ V3 □ V4 □ 29. Point under each consonant keyword and blue keyspelling and ‘Say the keyword and the sound’ (Sounds Check Part 1). C1 □ C2 □ C3 □ C4 □ 30. Point under each vowel keyword and red keyspelling and ‘Say the keyword and the sound’ (Sounds Check Part 2). V1 □ V2 □ V3 □ V4 □ TEACHING FOCUS WE BLEND SOUNDS TO READ AND ‘VISUALISE & NAME’ LETTERS TO SPELL It should not take learners long to acquire skills 15-26, especially if you act out the keywords. Skills 29 and 30 are the same as 13 and 14, except that the learners are required to point under the keyword and not the picture (as is required for this unofficial Sounds Check and the official Sounds Check, later, in Group 5). Practising with the EP Book helps practising with the EP Chart and vice versa. Both resources are also really good for developing study skills and spatial awareness skills, through turning over the pages of the book to locate the keywords and the questions, and looking through the rows of the chart (with or without first needing to do a “Tumble Turn”) to locate the keywords and keyspellings. Use the EP Chart as a bookmark and handy index so that the location of each consonant keyword (and bold blue keyspelling) and each vowel keyword (and bold red keyspelling) becomes familiar. The keyspellings will be used, with and without your learners being aware of it, to help them read and spell 100s of 1000s of words. From time to time, practise skills 27 and 28 (requiring no repetition of the sound), to quickly check and reinforce good articulation, and to revise “The Best Guess Keyword” and “The Best Guess Keyspelling” for each of the 44 sounds. The 2-3-7 rap pattern can also be used to perform double or single Sound Raps. Performing the ‘24 Consonants Rap’ and ‘20 Vowels Rap’, while pointing under the middle of the sound-boxes or under the first keyspelling in each sound-box, is really good fun, especially as some of the 7-sound sequences are real tongue-twisters and it will sometimes be hard for your learners to keep their face straight as they rap them! Allow about 15 minutes each day for these skills until your learners are fairly competent with skills 15-26, but not necessarily perfect with the sounds for 27-30. Then move on to skills 31 and 32. GROUP 4 SKILLS: Say all the sounds in the keywords Using the S-53 ENGLISH PHONICS KEYWORD CODES A4 (“Keyword Codes Chart”), I CAN…. 31. Say each consonant keyword and point under the blue and red keyspellings to say all the sounds. Rap Group: Bird □ Chair □ Gate □ Leg □ Knee □ Wrist □ Shark □ Voice □ Fizz □ 32. Say each vowel keyword and point under the blue and red keyspellings to say all the sounds. Rap Group: Ant □ Car □ Key □ Measure □ Shirt □ Light □ Snow □ Glue □ Cow □ MINUTES EACH DAY I CAN…. SKILLS HANDWRITING 5 Group 1 READING 15 SOUNDS & SPELLINGS 15 S-65 “Main Skills Checklist” is downloadable and photocopiable Group 2 Group 6 Group 3+7 Group 4+7 Group 5+7 It should not take long to acquire skills 31 and 32. This is because every keyword (but ear) contains consonant and vowel spellings, so learners often repeat the same sounds but for different spellings and in different parts of the word - ideal training for the sounds and spellings in the 500 basewords! Explain that each keyword has a code and do Keyword Raps and 1-1 Matching practices to introduce the layout. Discuss the spelling-sound relationships and the number of syllables in each word until your learners are able to ‘Say the keyword and the sounds’ for each word in the nine consonant and nine vowel Keyword Raps. A monosyllable has one vowel sound/spelling e.g. bus, ear, fly, key, hair, through; a polysyllable has two or more vowel sounds/spellings e.g. kitten, teacher, cherry, camel, banana. The keyspellings can be used to help your learners read and spell 100s of 1000s of words. To help them understand this, have them locate the keyword codes on the EP Chart, followed by group/class discussion of the answers and possible alternatives by using a wallchart (S-56 or S-69). To help a learner find a keyspelling, others can say the keyword and/or give the ‘Row-Box- Number’ reference by saying the row (using C1-V4), the sound-box number (SBN) and the keyspelling number e.g. “The 2-letter spelling ‘i’ ‘r’ in the middle of ‘bird’ is V2, SBN33, keyspelling 2”. (The sound-box numbers are shown in the Catch-All Chart, SAL Book and SAL Interactive Book.) When appropriate, also discuss the spelling-sound relationships, syllables and keyword codes for some, most or all of the basewords in the Green 500 Chart using the blue and red ‘IN-ONE-LIST' side. A consonant blend is when two or three consonant sounds are SAID together in one syllable. Encourage your learners to find any words containing two or three blue spellings WRITTEN together (known as consonant clusters) e.g. f-r-o-g, s-ch-oo-l, wr-i-s-t, s-c-r-ew, th-r-ee, q-uee-n etc) and to then blend the sounds together to create the consonant blend. But watch out! Sometimes the next blue spelling is in the next syllable so the sounds are not said together and are not a consonant blend (e.g. pan-da). For a spelling that is not a keyspelling, such as the ‘e’, ‘i’, ‘g’, ‘h’ in ‘eight’, ask your learners to say which SBN the spelling should be in (e.g. V1, SBN26). Non-keyspellings can be collected in the Catch-All Chart - ‘eight’ is in ‘Blind 26’, with great, rein, chalet and they. TERMINOLOGY: When you think it is appropriate, introduce and revise the correct terminology. For sound use phoneme; keyspelling use keygrapheme; spelling use grapheme; 1-letter spelling use graph; 2-letter spelling use digraph; 3-letter spelling use trigraph; 4-letter spelling use quadgraph; split 2-letter spelling use split digraph (e.g. kite and note but not pie or toe). It is a good idea to sometimes use the simpler words followed by the terminology e.g. “What is the sound, what is the phoneme, for the S-63 ENGLISH PHONICS CHART PROGRAMME GUIDE © 2012 ALAN DAVIES V1305ZW PRINTED BY, AND WITH THE PERMISSION OF, BIDVEST PAPERPLUS PTY LTD, SOUTH AFRICA
2-letter spelling, the digraph, ‘s’ ‘h’?”. Reading involves changing Letters to Sounds (RLS), that is, changing Graphemes to Phonemes (RGP). Spelling involves changing Sounds to Letters (SSL), that is, changing Phonemes to Graphemes (SPG). GROUP 5 SKILLS: Score 120 for the Keyspellings Check and 52 for the Letters Check Using the S-52 ENGLISH PHONICS CHECK A4 (“EP Check”), I CAN…. 33. ‘Name and write the missing letter’ for each lower-case underline in the empty Letter-boxes. □ 34. ‘Name and write the missing letter’ for each capital underline in the empty Letter-boxes. □ 36. Point under each consonant keyspelling underline and ‘Say the keyword and name the missing letter/s’. □ 37. Point under each vowel keyspelling underline and ‘Say the keyword and name the missing letter/s’. □ 38. For each consonant keyspelling underline, ‘Say the keyword and write the missing letter/s’. □ 39. For each vowel keyspelling underline, ‘Say the keyword and write the missing letter/s’. □ I CAN…. SKILLS FAST TRACK With older learners, have more or longer lessons so that you can go through the programme ASAP. Give more time to the skills that need IMPROVEMENT Once your learners are able to name and form the letters, ‘Say the keyword and name the missing letters’ and, using the EP Chart, ‘Say the keyword and the sound for the keyspelling’ (the skills for Groups 1-3), they are ready to complete the Check. The Letters Check and Keyspellings Check can be practised and performed as a group, class or year group and for most learners it will take 5- 10 minutes. The Sounds Check can also be practised as a group or class but the actual Sounds Check needs to be performed individually; most learners take 5-10 minutes to complete the task. Spoken errors can be recorded on the learner’s chart by placing a cross within the keyword, not in the bigger space below the keyword-box. Add the scores to the check-box located in the middle of the vowel line. Use the Blue-Red 1200 Chart to correct the keyspelling and sound errors. For keyspelling errors, help your learner to SPELL the relevant 10 Group Words and then 10 or 20 other words from the same sound-box. For sound errors, help your learner to READ the relevant 10 Group Words and then 10 or 20 other words with the same keyspelling (but representing a different sound). Using the blue Consonant 600 Chart side of the chart, for ‘c’ ‘h’ these words could be anchor, arch, chalet, chart, chemist, chevron, crunch, echo, machine, orchid and/or any other words from the three lists for the 2-letter keyspelling ‘c’ ‘h’. GROUP 6 SKILLS: Read word for word all the keyword questions Using the S-50 ENGLISH PHONICS BOOK (“EP Book”), I CAN…. 40. Read each consonant keyword question word for word while pointing under the relevant words. Rap Group: Bird □ Chair □ Gate □ Leg □ Knee □ Wrist □ Shark □ Voice □ Fizz □ 41. Read each vowel keyword question word for word while pointing under the relevant words. □ Rap Group: Ant □ Car □ Key □ Measure □ Shirt □ Light □ Snow □ Glue □ Cow □ S-63 ENGLISH PHONICS CHART PROGRAMME GUIDE © 2012 ALAN DAVIES V1305ZW PRINTED BY, AND WITH THE PERMISSION OF, BIDVEST PAPERPLUS PTY LTD, SOUTH AFRICA 5 Although the keyword questions are not in the grammatical format of questions, they are described as such and each has a question mark at the end, so that learners know that they are required to provide an answer to each (as would also be indicated by the voice inflection). Encourage your learners to practise reading the keyword questions by sliding and/or pointing under the words as they say them, until they can read all the questions word for word. If they are unable to read one of the words, it is fine to tell them what it says or to use one or more of the four searchlights explained on the back cover of the book, especially the grammar, context and/or phonics searchlights. Play ‘Teachers and Learners’, as explained below, with ‘The Teachers’ and ‘Learners’ reading and repeating the questions on one or more pages. ‘The Teacher’ could be an older and/or wiser learner who is helping out. GROUP 7 SKILLS: Spell all the 500 Basewords Using the S-64 EP 500 BOOK (“Green 500 Book”) and S-57 EP 500 CHART (“Green 500 Chart”) 42. Say each of the 100 Hotwords and ‘visualise & name’ all the letters in it. Lists 01-10 □ 43. Say each of the 120 Keywords and ‘visualise & name’ all the letters in it. Lists 11-18 □ 44. Say each of the 280 Other Basewords and ‘visualise & name’ all the letters in it. Lists 19-49 □ Statements are often intended to be questions (“Good weekend?”, “Ice and lemon?”) and a question mark makes sense because it indicates that this is the intention! As more of the ‘30 minutes each day’ is freed up through the skills reaching the required standard in Groups 1-5, ask your learners (including young learners) to read, spell and revise more words from the spelling lists, until they can spell all the 500 basewords. PLAYING ‘TEACHERS AND LEARNERS’: An effective and fun teaching and learning strategy for classes/groups (including those with young learners!) is to play ‘Teachers and Learners’. Put your class in pairs, numbered one and two, and have all the Number Ones (‘The Teachers’) say the letter names, letter formation instructions, keywords, questions, sounds or instructions (such as “Please point under the keyword…. mouse.” or “Please find and (try to) read the keyword question for…. kitten.”), while the Number Twos (‘The Learners’) repeat what they hear and do the pointing, tracing, finger-sliding, spelling aloud or writing, watched and, if necessary, helped by ‘The Teachers’. When appropriate, the roles should be reversed. Where necessary, use your voice to lead or join with those of ‘The Teachers’ (and/or ‘The Learners’). Move around to get a feel of how things are going so that you can help to improve individual performances and give praise to particular individuals and/or pairs. Stop the class if anything, such as the loudness of the voices or the clarity of the pronunciation, needs improving, or the pointing, tracing or finger-sliding is inaccurate. When the class has stopped and you have everyone’s attention, take the opportunity to give reminders, praise the whole class or draw attention to exemplary performances by individuals or pairs (such as speaking clearly throughout the task). Also, encourage ‘The Teachers’ to praise their ‘Learner’ if they have performed well and to tell them what they did well! Sometimes you can have one learner, or a small group, be the ‘The Teacher’. Some of the skills can also be performed while listening to the soundtracks on the T-51 Raps CD with ‘The Teachers’ watching and/or helping ‘The Learners’. Changing partners can also be fun, allowing your learners to meet with, learn from and help others within the group or class. Ask the Number Ones to stand, while the Number Twos stay seated, and to then find a new partner. The Number Ones could be older and/or wiser learners, who can already perform the skills, and they could help out with teaching a class or a small group either as a one-off or on a daily basis. To practise and revise ‘Say the keyword and the sound’ using the EP Chart (in Group 3): The Number Ones say a keyword from row C1 and the Number Twos then point under the keyword, and repeat it, and point under the blue keyspelling, and repeat the sound. Do this for a good few keywords, keeping only to the keywords in C1, with the emphasis on pointing under the keyword not the picture and giving good clear articulation. Then the Number Twos say a sound, for one of the sound-boxes in C1, and the Number Ones repeat the sound, and point under any keyword in the right sound-box (and, at a later date, only the first keyword, so as to revise “The Best Guess Keyword” and “The Best Guess Keyspelling”). Repeat this procedure to practise and revise the keywords and sounds in V1. Then encourage your learners to choose keywords and sounds from C1 AND V1 (involving tumble turns of the chart). Do the keywords and sounds in C2 (then from C1 AND C2) and V2 (then from V1 AND V2) and then from C1, C2, V1 AND V2. Repeat the procedure for C3 (then from C1-C3), V3 (then from V1-V3) and then from C1-C3 AND V1-V3. Do the same for C4 (then from C1-C4), V4 (then from V1-V4) ending with choosing any keyword or sound from either side of the chart.
Page 1 and 2: PERMISSION IS GIVEN FOR THIS DOCUME
Page 3: Guidance Notes for TEACHING THE ‘
Page 7 and 8: the long vowel in SBN28 (which is

English Phonics Chart Programme Guide - THRASS

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