WHAT
Show the 44 phonemes of the English language
Supports explicit teaching of the speech sounds and their relationship to letters and print
Mouth positions are tangible and can be felt
Blending sounds - the ability to join sounds - we need this to read the word
Sliding counters or blocks down can help with this
Phoneme fingers
Heggerty - one minute activities
Orthographic mapping - reading words by sight
Most readers need 3 or 4 tries to learn sounds in words before they pop. Readers with less robust phonemic awareness need far more than this
The brain can read words faster than it can name and recognise objects
Phoneme is the smallest unit of speech sound
A phoneme is a sound that we can hear and a mouth gesture
We can hear it and feel it
The mouth movements are an extra way for students to stick sounds to letters. Mirrors can help with this
A consonant phoneme is produced when the articulately structure partially or completely restricts airflow. Vowels have unobstructed air flow.
Vowel wall cards. Put all of these up to give students access to the sounds and spelling patterns when writing.
Schwa vowel sound is the most common. Multiple ways to spell it.
Pretend you are calling your dog with a 2 syllable word. Which vowel/syllable do you stress?
You can use a spelling voice to help make it clear what the sounds are in words that have a schwa.
Lose the rules reading multisyllable words
Sounds are generally smooshed together.
Phonemes can be different in different words bat v bad
Constructing a sound wall
Build it together - put it all up at once. Over several weeks.
Add example words underneath (do this with the kids)
Stick on with Velcro or hooks
Put it at a useable height
Add a mirror
Layout is important
Older kids probably don’t need the mouth shapes
Alphabetic code. 1 sound and have 1,2,3 or 4 letters
Teaching cycle
Speech sound - letters - words - sentences
Example lesson
Sound pack read
Write some sounds
I say sounds you say word
Focus on sound. Read words and get kids to tell their neighbour the sound.
Kids make the sound - what is our mouth doing? What shape? Forced choice alternatives. Is you mouth moving?
stretchy or stop?
is it voiced or unvoiced?
Does it come out our nose?
"Here is our new card" - stick it on the wall
"Now we need to know how to write it"
Model how to write it with the language of handwriting. Use fingers in the air and make sound. Write across page and make sound.
Read 6-8 words
Write 6-8 words
Senior Year 5/6 - Code
Start with on min Kilpatrick drill
SHort vowel sound with poster and actions
Sound pack on slides
Revisit previous sounds - read
New sound - say words - what is the new pattern?
Is it stretched or stopped?
voiced or unvoiced?
Come out your nose?
Show spelling pattern - write on WB - say - e,i,g,h - ay!
Kids write 5 times
Saying words is very important
Read words with new patter (seperate the sounds) - slide together
Write words with new spelling patterns
Phoneme spotter story. Read as a class so everyone can access
Read again with highlighter
Pick a word to add to word card
HEART WORDS
If you can say the word you can sound it out
Get kids to say it
What sounds do you hear?
Hold up sound cards
th r ū
th r ough
Put some on the sound wall
NOW WHAT
- Simplify sound pack (add in short vowel sounds)
- Sound wall - Liam/Ashton/Knox - Trial
- Vowel hand actions - integrate these into Code teaching
- Focus on mouth positions
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