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5 Basic Skills
1. Learning letter sound
2. Letter formation
3. Blending
4. Identifying sounds
5. Tricky words
Why phonics?
The aim is to secure essential phonic knowledge
Digraph
A digraph contains two letters and it makes
one sound
oa ai ee ie
for these digraphs we say when two vowels go
walking the first one does the talking, so you
say the letter name to make the sound
Other digraphs
oo ar or er oi sh ck th ll
For writing:
Words are segmented into phonemes orally, and a
grapheme written to represent each phoneme
Phase one
In developing their phonological awareness
Phase 2
To introduce grapheme-phoneme (letter-sound)
correspondences
(video clip)
Tricky words
Some words cannot be sounded out or spelt
correctly by listening for the sounds in them. These
are called tricky words and have to be learnt.
Examples of tricky words: the, to, I, no, go, into,
he, she, me, we.
The best way of learning these are flash cards and
matching games and finding words in books,
magazines, comics etc.
Phase 3
To teach children one grapheme for each of the
Phase four
To teach children to read and spell words
consonants in words
They apply this skill when reading unfamiliar
texts and in spelling
Phase 5
Teaching children to recognise and use
Phase 5 outcomes
Children will:
use alternative ways of pronouncing the graphemes
Phase 6
Teaching children to develop their skill and
Summary
A phoneme is the smallest unit of sound in a word,
Summary continued
Digraph is two letters which make one sound. A consonant
digraph contains two consonants e.g. sh, ck, th, ll. A vowel digraph
contains at least one vowel ai, ee, ar, oy
Split digraph, is a digraph in which the two letters are not
adjacent e.g. make
Trigraph, three letters, which make one sound igh, dge
Oral blending-hearing a series of spoken sounds & merging them
together to make a spoken word (no text is used) e.g. when a
teacher calls out b-u-s the children say bus. This skill is usually
taught before blending and reading printed words
Blending-recognising the letter sounds in a written word, e.g. c-up, and merging or synthesising them in the order in which they
are written to pronounce the word cup
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