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Edith Cowan UniversityFogarty Learning CentreFrom Sounds to Spelling: A teaching tletter- well- s- ‐and- mentoftheupperyearssequence.1
Edith Cowan UniversityFogarty Learning CentreFrom Sounds to Spelling: A teaching abledependsonwhichphoneme- ldstudents’self- ‐imagesasconfidentandcorrectspellers.2
Edith Cowan UniversityFogarty Learning CentreFrom Sounds to Spelling: A teaching everyleveloflearning.Introduction isitandreview Practisepreviouslylearnedletters PractiseoralblendingandsegmentationTeach Teachanewletterorletters Teachblendingand/orsegmentationwithletters Teachtrickywords(intheearlystages)Practise Apply Readacaptionorthedecodablereader WriteacaptionorsentenceAssess achPractiseApplyAssess3
Edith Cowan UniversityFogarty Learning CentreFrom Sounds to Spelling: A teaching andSoundStageK1PP1/212/3Majorteachingemphasis lendingandsegmenting. Reviewandconsolidateoralblendingandsegmenting Introducethefirst28phoneme- ‐graphemecorrespondences(PGC) ReviewconsolidateinitialPGCsandhighfrequencywords nemes djacentconsonants;nonewPGCsareintroduces Phase5:alternativespellingsofphonemes owels24,5,63N/A 4N/A 5N/A 6N/A Highfrequencyortrickywords Readingcaptionsandinitialdecodablereaders ff,ll,afterashortvowel pluralrules contractions presentandpasttense Revisionandconsolidationofalternativespellings ofvowelandconsonantphonemes Revisionandconsolidationofalternativespellings ofvowelandconsonantphonemesinmulti- ‐syllable words Syllablepatterns Schwasound Morecomplexspellingpatternsinmulti- ‐syllable wordsSuffixspellingsi.e.ice/is/aceise/yse/ize Consonantandvowelalterations ndMorphographicknowledge nglishSurnamesWordPlayE- ‐vocabulary
Edith Cowan UniversityFogarty Learning CentreFrom Sounds to Spelling: A teaching tions/letters- ‐and- s- ‐and- andcomprehensionforK- ‐1,2- ‐3and4- lersWordsTheirWay:WordSortsforLetterName- ndbookbyDianaHope(AvailablethroughRICPublications- ilablethroughDSF- ‐LiteracyServices)5
Edith Cowan UniversityFogarty Learning CentreFrom Sounds to Spelling: A teaching Australia:RICPublications6
Edith Cowan UniversityFogarty Learning CentreFrom Sounds to Spelling: A teaching sequenceKindergartenCategoryEnvironmental SoundsInstrumental soundsBody PercussionSkillExampleRecall sounds in the environmentListening and retelling sounds heardDiscriminate between environmentalsoundsDiscussing sounds heard outsideDescribe the sounds they hearSound Lotto and above activityPlacing sounds in a contextDescribing sounds heard and findingassociated picturesIdentify similar soundsListening for bird sounds outsideMaking up sentences to talk aboutsoundsDescribing sounds made with variousitemsRemembering and repeating a rhythmPass an instrument and copy the soundmadeDiscriminate and reproduce loud andquiet, high and low soundsPerform different actions to high and lowsounds. Make loud or soft sound on cue.Start and stop instrument on signalMini orchestraChoose appropriate words to describesoundsEncourage discussions to describesoundsMatch sounds to sourcesWhich instrument makes this sound?Use sounds imaginatively to representstory charactersListen to and make sound storiesExpress an opinion about what’s heardListen to a variety of orchestral music anddiscussProduce contrasts in rhythm, speed andloudnessVariations in a well known songJoin in with words and actions to familiarsongsTeach a variety of action songsArticulate words clearlyAs aboveKeep in time with the beatMovement to music activitiesMake up patterns of sounds using bodyCopy the leader activitiesSuggest ideas and create new sounds fora story using body partsTell a story and ask for sounds at varioustimes7
Edith Cowan UniversityFogarty Learning CentreFrom Sounds to Spelling: A teaching sequenceKindergarten Cont.CategoryRhythm and RhymeSentencesSkillExampleJoin in with simple and complex rhythmsRhymes and songs using instrumentsRepeat rhythm patternsMove a rhythm pattern around a circleRecognise words that rhymeRhyming bingo with picturesProduce a word that rhymes with anotherChoose an object and make a rhymingword to go with itRecognise oddity word that doesn’trhymeOdd one out gamesMake a series of words that rhymeMake up silly long names for puppets etcComplete a sentence with a rhymingwordRhyming couplets to completeSentence segmentationCounting words in sentencesBlending words to make a sentenceAdding words to a sentenceExchanging one word in a sentence foranotherDeleting words from a sentenceSyllables andAlliterationBlend syllables togetherGuessing games “I like ice.cream.What do I like?”Syllable segmentationCounting syllables as they stepSyllable deletion of a compound wordGuessing games with syllable deletionSyllable position recognitionWhat was the first clap in the wordcaterpillar?Manipulation of syllables in a wordChanging syllables to something else8
Edith Cowan UniversityFogarty Learning CentreFrom Sounds to Spelling: A teaching sequenceKindergarten Cont.CategorySyllables andAlliteration Cont.Onset and RimeSkillExampleSyllable deletion of a multisyllabic wordGuess the picture e.g. point to the.penter (carpenter). Take turns to be theone who sets the questionMake up own alliterative phrasesTongue twisters, silly poems etcRecall the list of objects beginning withthe same soundSort the objects into those starting withthe same sound and those that don’tListen for a word or sound in a story andrespondClap when you hear the sound.Join in with simple and complex rhythmsRhymes and songs using instrumentsRepeat rhythm patternsMove a rhythm pattern around a circleBlends beginning sound and rest of wordSegments word into beginning sound andrest of wordOral blending andsegmentingBlend phonemes and recognise wordI spy something that sounds like c.a.tRecognise initial phonemeTreasure hunt for things beginning with.Reproduce initial sounds clearlyTake turns in I spy something beginningwith.Recognise final phonemeI spy something that ends with.Recognise phoneme locationMove to first or last spot depending onsound locationRecognise phoneme and locationListen for ‘s’ in ‘neck’. Hold up first, last orno.Recognise words with same initial soundSorting objects into groups according tosoundsRecognise words with different initialsoundsAs aboveRecognise deleted phonemeWhich sound is missing from ‘pot’ when Isay ‘po’9
Edith Cowan UniversityFogarty Learning CentreFrom Sounds to Spelling: A teaching sequencePre-PrimaryCategoryOral Blending andSegmentingSkillExampleBlend phonemes and recognise wordI spy something that sounds like c.a.tRecognise initial phonemeTreasure hunt for things beginning with.Reproduce initial sounds clearlyTake turns in I spy something beginningwith.Recognise final phonemeI spy something that ends with.Recognise phoneme locationMove to first or last spot depending onsound locationRecognise phoneme and locationListen for ‘n’ in ‘neck’. Hold up first, last orno.Recognise words with same initial soundSorting objects into groups according tosoundsRecognise words with different initialsoundsAs aboveRecognise deleted phonemeWhich sound is missing from ‘pot’ when Isay ‘po’Recognise words with same finalconsonantSort objects according to final consonantse.g. with ‘p’ or without ‘p’Recognise words with different finalconsonantsAs aboveRecognise medial phonemeStand up if you hear an ‘o’ in the middleof ‘top’.Count the number of phonemes in a wordTake the number of counters thatrepresent the number of phonemes in theword sheepSegment phonemes in a wordTake it in turns to guess each others‘sound talk’ wordDelete final phonemeTake it in turns to guess the object (say itwithout last sound)Delete initial phonemeAs above but without initial soundDelete first consonant of a blendAs aboveDelete medial phonemeAs above but without medial soundPhoneme substitution finalPlay the ‘m’ game. Let’s changeeverything you see here to end in ‘m’10
Edith Cowan UniversityFogarty Learning CentreFrom Sounds to Spelling: A teaching sequencePre-Primary Cont.Letter/soundsequenceWords to blend and VCwordHigh frequency word in bold need quick recallTricky or irregular words in italics need quick recallSome two syllable rues are introducedsat, sat, pat, tap, sapatpiit, is, sit, sat, pit, tip, pip, sipnan, in, nip, pan, pin, tin, tan, napmam, man, mam, mat, map, Pam, Tim, Samddad, sad, dim, dip, din, did, Sid, andgtag, gag, gig, gap, nag, sag, gas, pig, digogot, on, not, pot, top, dog, pop, God, Mogccan, cot, cop, cap, cat, cod11Spelling Rules /Morphographicknowledge
Edith Cowan UniversityFogarty Learning CentreFrom Sounds to Spelling: A teaching sequencePre-Primary Cont.Letter/soundsequenceWords to blend and segmentcktoeget, pet, ten, net, pen, peg, met, men, neckuthe, up, mum, run, mug, cup, sun, tuck, mud, sunsetrrim, rip, ram, rat, rag, rug, rot, rocket, carrothhad, him, his, hot, hut, hop, hum, hit, hat, has, hack, hugbno but, big, back, bet, bad, bag, bed, bud, beg, bug, bun, bus,Ben, bat, bit, bucket, beckon, rabbitf, ffgo of, if, off, fit, fun, fig, fog, puff, huff, cuff, fan, fatl, lllap, let, leg, lot, lit, bell, fill, doll, tell, sell, Bill, Nell, dull, laptopssI, ass, less, hiss, mass, mess, boss, fuss, hiss, pass, kiss, Tess,fusspotjjam, Jill, jet, jog, Jack, Jen, jet-lag, jacketvvan, vat, vet, Vic, Ravi, Kevin, visit, velvetwwill, win, wag, web, wig, wax, cobweb, wickedxhe, mix, fix, box, tax, six, taxi, vixen, exitythe, yap, yes, yet, yell, yum-yumz,zzshe, zip, Zak, buzz, jazz, zigzagquto, quiz, quit, quick, quack, liquidHigh frequency word in bold need quick recallTricky or irregular words in italics need quick recallSome two syllable rues are introducedkick, sock, sack, dock, pick, sick, pack, ticket, pocket12Spelling Rules /MorphographicknowledgeTricky or irregularwords need quick recallBegin reading captionswith meaningBegin readingsentences and books
Edith Cowan UniversityFogarty Learning CentreFrom Sounds to Spelling: A teaching sequenceYear OneWords to blend and segmentLetter/soundsequenceSpelling Rules / MorphographicknowledgeHigh frequency word in bold need quick recallTricky or irregular words in italics need quick recallSome two-syllable words are introducedsDistinguish between types ofsounds: breath, voice, long, shortetcatat, sat, pat, tap, sappiit, is, sit, sat, pit, tip, pip, sipnan, in, nip, pan, pin, tin, tan, napmam, man, mam, mat, map, Pam, Tim, Samddad, sad, dim, dip, din, did, Sid, andgtag, gag, gig, gap, nag, sag, gas, pig, digogot, on, not, pot, top, dog, pop, God, Mogccan, cot, cop, cap, cat, codkkid, kit, Kim, Kenckto kick, sock, sack, dock, pick, sick, pack, ticket,pocketeget, pet, ten, net, pen, peg, met, men, neckuthe, up, mum, run, mug, cup, sun, tuck, mud, sunsetrrim, rip, ram, rat, rag, rug, rot, rocket, carrothhad, him, his, hot, hut, hop, hum, hit, hat, has, hack,hugbno but, big, back, bet, bad, bag, bed, bud, beg, bug,bun, bus, Ben, bat, bit, bucket, beckon, rabbitf, ffgo of, if, off, fit, fun, fig, fog, puff, huff, cuff, fan, fat13ack, eck, ick, ock, uck(short vowel ck)Begin reading captions withmeaning‘ff’ at end after short vowel
Edith Cowan UniversityFogarty Learning CentreFrom Sounds to Spelling: A teaching sequenceYear One Cont.Letter/soundsequencel, llWords to blend and segmentHigh frequency word in bold need quick recallTricky or irregular words in italics need quick recallSome two-syllable words are introducedlap, let, leg, lot, lit, bell, fill, doll, tell, sell, Bill, Nell, dull,laptopSpelling Rules / Morphographicknowledge‘ll’ after short vowel on endssass, less, hiss, mass, mess, boss, fuss, hiss, pass, kiss,Tess, fusspotjjam, Jill, jet, jog, Jack, Jen, jet-lag, jacketvvan, vat, vet, Vic, Ravi, Kevin, visit, velvet‘v’ sound on end of words needsto be spelt ‘ve’wwill, win, wag, web, wig, wax, cobweb, wickedContinue reading sentences andbooksxhe, mix, fix, box, tax, six, taxi, vixen, exitythe, yap, yes, yet, yell, yum-yumz,zzshe, zip, Zak, buzz, jazz, zigzagquto, quiz, quit, quick, quack, liquidchwe, chop, chin, chug, check, such, chip, chill much, rich,chickenshship, shop, shed, shell, fish, shock, cash, bash, hush,rushthme, them, then, that, this, with, moth, thin, thickngbe, ring, rang, hang, song, wing, rung, king, long, sing,ping-pongaiwas, wait, Gail, hail, pain, aim, sail, main, tail, rain, baiteesee, feel, weep, feet, jeep, seem, meet, week, deep,keepighno, night, fight, right, tonight, fright, sight, might, tightBegin focus on letter names14‘ss’ after a short vowelIntroduction to writing sentencesContinue with sentences, bookreading, sentence writing andphoneme manipulation Discusslong and short vowel sounds
Edith Cowan UniversityFogarty Learning CentreFrom Sounds to Spelling: A teaching sequenceYear One Cont.Letter/soundsequenceoaooarWords to blend and segmentHigh frequency word in bold need quick recallTricky or irregular words in italics need quick recallSome two syllable rues are introducedgo, coat, load, goat, loaf, road, soap, oak, toad, foal,boatmanSpelling Rules / Morphographicknowledgemy, too, zoo, boot, hoof, zoom, cool, food, root, moon,rooftoplook, foot, cook, good, book, took, wood, wool, hook,hoodbar, car, bark, card, cart, hard, jar, park, market,farmyardorfor, fork, cord, cork, sort, born, worn, fort, torn, corneturfur, burn, urn, burp, curl, hurt, surf, turn, turnip, curdsowyou, now, down, owl, cow, how, bow, pow!, row, town,toweloioil, boil, coin, coil, join, soil, toil, quoit, poison, tinfoilearear, dear, fear, hear, gear, near, tear, year, rear, beardairair, fair, hair, lair, pair, cairnerher, they, hammer, letter, rocker, ladder, supper,dinner, boxer, better, summer, bannerRevise allallRevise allareMeaning of ing and use and useof ‘s’ for present tenseUsing ing; doubling for CVC last 3lettersRevise allsatpInmdgoc k ck e u r h b f ffl ll ss j v w x y zzz qu ch sh th aioa oo ur oiCVCC wordstent, belt, band, land, hand, dent, felt, hump, gulp,lamp, camp, damp, champ, best, nest, sink, link,wind, limp, chimp, bust, gust, bunk, chunk, lift, gift,hunt, pond, fond, tusk, husk, cost, lost, tilt, tuft, kept,soft, bank, next, milk, golf, jump, fact, melt, chest, tenth,theft, Welsh, bench, sixth, punch, thank, shift, shelf,joint, boost, thump, paint, roast, toast, beast, think,burnt, went, it’s, help, just, said, so, he, she, we,me, be,15Strong focus on soundmanipulationPlural rulesMost nouns just add dog/s cat/sball/sNouns ending in sh,ch,ss or x add“es”.church/es dish/es kiss/es box/es
Edith Cowan UniversityFogarty Learning CentreFrom Sounds to Spelling: A teaching sequenceLetter/soundsequencesatpinmdgoc k ck e u r h b f ffl ll ss j v w x y zzz qu ee ear oiai ea ow ar airng oa orYearOneCont.Words to blend and segmentHigh frequency word in bold need quick recallTricky or irregular words in italics need quick recallSome two syllable rues are introducedCCVC wordsstop, spot , frog , step, plan, speck, trip, grab, track,spin, flag, grip, glad, twin, sniff, plum, gran, swim,clap, drop, green , fresh, steep, tree , spear, smell,spoil, train, spoon, sport, thrush, trash, start, flair,trail, cream, clown, star, creep, brown, stair, spark,bring, crash, bleed, clear, train, swing, droop, spoon,float, smart, groan, brush, growl, scoop, sport ,frown, speech, smear, thrill , treetop , starlight ,floating, freshness from, have, like, some, come,were, there, little, one, was, you, they, all, areSpelling Rules / MorphographicknowledgePlural rulesMost words ending in “f” or “fe”change the “f” to “v” and add “es”Calf – calves loaf- loaveself-elveswolf- wolveswife-wives, life- livessatpinmdgoc k ck e u r h b f ffl ll ss j v w x y zzz qu ch sh thngCCVCC, CCCVC, CCCVCC wordsPlural rulesstand , crisp, trend, trust, spend, glint, twist, brand,frost, cramp, plump, stamp, blend, stunt, crust,tramp, grunt, crept, drift, slept, skunk , think, thank,blink, drank, blank, trunk , grant, slant, crunch,drench, trench, Grinch, shrink, thrust , spring, strap,string, scrap, street, scrunch, driftwood, twisting,printer do, when, out, what, my, heraydayday, play, may, say, stray, clay, spray, tray, crayon,delay(recall ai)“ay” usually appears at end of wordsououtout, about, cloud, scout, found, proud, sprout, sound,loudest, mountain oh their said so(recall ow)if it’s not ow, own, owl then use ‘ou’16Some words form their plurals bychanging the word completelychild-childrenContinue with sentences, bookreading, sentence writing andphoneme manipulation
Edith Cowan UniversityFogarty Learning CentreFrom Sounds to Spelling: A teaching sequenceYearOneCont.Words to blend and segmentLetter/soundsequenceHigh frequency word in bold need quick recallTricky or irregular words in italics need quick recallSome two syllable rues are introducedpie, lie, tie, die, cried, tried, spied, fried, replied, deniedietieSpelling Rules / MorphographicknowledgeSuffix ‘ed’ meaning and use: drope, change y to an i(recall igh)ea(recall ee)eatsea, seat, bead, read, meat ,treat, heap, least, steamy,repeatpeople Mr have likeoyboyboy, toy, joy, oyster, Roy, destroy, Floyd, enjoy, royal,annoying(recall oi)‘oi’ used inside words while ‘oy’ used at the end(generally)irgirlgirl, sir, bird, shirt, skirt, birth, third, first, thirteen, thirstyContractionMrs looked some come(recall ur)Letter/soundsequenceWords to blend and segmentHigh frequency word in bold need quick recallSpelling Rules / MorphographicknowledgeTricky or irregular words in italics need quick recallSome two-syllable words are introducedueblue(recall oo)clue, blue, glue, true, Sue, Prue, rue, flue, issue, tissue,Contractions with not (n’t)cue, due, hue, venue, value, pursue, queue, statue,rescue, argueDon’t, can’t, won’t shouldn’tcouldn’t etc.called asked were there17
Edith Cowan UniversityFogarty Learning CentreFrom Sounds to Spelling: A teaching sequenceYearOneCont.Letter/soundsequenceawsawWords to blend and segmentHigh frequency word in bold need quick recallTricky or irregular words in italics need quick recallSome two syllable rues are introducedsaw, paw, raw, claw, jaw, lawn, yawn, law, shawl,drawerSpelling Rules / MorphographicknowledgeContinue with sentences, bookreading, sentence writing andphoneme manipulation(recall or)oetoe(recall oa)toe, hoe, doe, foe, woe, Joe, goes, tomatoes, potatoes,heroesContractions with s (‘s)She’s , he’s, it’sagain thought do whenphphoto(recall f)ewnew(recall oo, ue)auPaul(recall or, aw)e-ethese(recall ea, ee)o-ehome(recall oa, oe)Philip, Philippa, phonics, sphinx, Christopher, dolphin,prophet, phantom, elephant, alphabet water wherewho little oneBuilding word families: play,played, playgroundblew, chew, grew, drew, screw, crew, brew, flew, threw,Andrew, stew, few, new, dew, pew, knew, mildew,nephew, renew, MatthewContractions with are (‘re)Paul, haul, daub, launch, haunted, August, jaunty,author, automaticthese, Pete, Eve, Steve, even, theme, gene, scene,complete, extreme‘e’ at end makes the name of thevowel longbone, pole, home, alone, those, stone, woke, note,explode, envelopeContractions with have (‘ve)through work what outa-emake(recall ai, ay)i-elike(recall ie, igh)u-ecubethey’ve, we’ve, I’ve, would’ve,should’vecame, made, make, take, game, race, same, snake,amaze, escapeWhen adding the suffix “es” tomake a plural, change the “y” to “I’and then add “es”like, time, pine, ripe, shine, slide, prize, nice, invite,insideContractions with had (‘d) I’dthey’d, he’d she’dhuge, cube, tube, use, computerDiscuss subtle difference between‘u.e’ in huge and JuneruleJune, mouse many different oh theiry-eType, style, rhymeDiscuss how silent ‘e’ makes ‘y’say /i/ as in type and style etcstyle18we’re, they’re,
Edith Cowan UniversityFogarty Learning CentreFrom Sounds to Spelling: A teaching sequenceYear TwoLetter/soundsequenceeyayaiWords to blend and segmentHigh frequency word in bold need quick recallTricky or irregular words in italics need quick recallSome two syllable words are introducedthey, grey, obey, prey, survey}again differentdgeFudge, hedge, bridge, ledge, nudge, badge, lodge,podgy, badger, dodgingge/gimbmouHomophones: mane/main; plane,plain; pain, panesee previous listsa.ejSpelling Rules / MorphographicknowledgeRule: adge, edge, idge, odge,udge – short vowel and ‘j’ soundsee previous listsee previous listlamb, limb, comb, climb, crumb, dumb, thumb, numb,plumbing“mb” only says /b/ at the end of aroot wordsee previous listout, about, cloud, scout, found, proud, sprout, sound,loudest, mountain oh their said soif it’s not ow, own, owl then use‘ou’Plural rules(recall ow)Some words form their plurals bychanging the word completely –Mouse – mice louse - liceiepie, lie, tie, die, cried, tried, spied, fried, replied, deniedyby, my, try, why, dry, fry, sky, spy, deny, replyighas previous list laughedHomophones- tide/tied;hire/higherWords ending in y change the “y“to “i” as add es19
Edith Cowan UniversityFogarty Learning CentreFrom Sounds to Spelling: A teaching sequenceYear Two Cont.Letter/soundsequenceoWords to blend and segmentHigh frequency word in bold need quick recallTricky or irregular words in italics need quick recallSome two syllable words are introducedsome, come, done, none, son, nothing, month, mother,worry, brothersee previous listuea eat}e.eSpelling Rules / MorphographicknowledgeHomophones: son/sun andsome/sumMrs looked some comeSuffix: y Change y to i to addsuffix except if it end with a voweland ysee previous listsdonkey, key, valley, monkey, chimney, trolley, pulley,Lesley,ieeysee previous listpeople Mr have likeyWord which end in a vowel y,just add “s” to make it pluralmonkey-monkeys key-keys baybays toy- toysHomophones: piece/peaceoyboyboy, toy, joy, oyster, Roy, destroy, Floyd, enjoy, royal,annoyingoi‘oi’ used inside words while ‘oy’ used at the end(generally) because, pleaseirgirl, sir, bird, shirt, skirt, birth, third, first, thirteen, thirstyursee previous listearearth, earn, learn,
Edith Cowan University Fogarty Learning Centre From Sounds to Spelling: A teaching sequence !! 2!! Phonics! This!sequence!of!literacy!skills!begins!orall
