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Home , Alphabet, Eau (trigraph), Grapheme, J, Ll, Long i

* Cards

Teaching Resource

* grapheme is symbol, such as a , used to represent a sound. Often multiple letters, such as “igh”, are used to represent a sound.

The Bug | [email protected] | www.theliteracybug.com Table of Contents

Introduction

Alphabet Cards

Consonant

Vowel Graphemes

Further Resources a) -Grapheme Map ) Grapheme Map

The Literacy Bug | [email protected] | www.theliteracybug.com Introduction

The Literacy Bug | [email protected] | www.theliteracybug.com Introduction

{To prepare for literacy] spoken had to be treated as consisting of component parts, which could then be represented by a much smaller number of graphical symbols. (Seidenberg, 2017, p. 63)

We take it as obvious that consists of units such as words, , and , but these units are phonological that had to be discovered. in the phonological way of thinking [with sounds linked to graphemes] coevolved over a long period. (Seidenberg, 2017, p. 49)

Seidenberg, . (2017). at the speed of sight: how we read, why so many can’, and what can be done about it. New York: Basic Books.

fright igh t

Tick if the child knows this Tick if the child knows one The number of sounds letters’ name or more sounds for this associated with this letter letter

4 The number of sounds 1 A associated with this letter b Sounds make by this letter b is /b/ as in bed baby bb is /b/ as in bubbly

bh is /b/ as in Bhutan Other graphemes featuring (uncommon) this letter a bt is /t/ in doubt mb is /m/ in thumb

Tick if the child can Any exceptions to the rule identify words that have Tick if the child can write this letter in them this letter

The Literacy Bug | [email protected] | www.theliteracybug.com Alphabet Map 2 1 1* P H

p Xx “” //makes sound in “xylopphone” 1 1* 2

5

W

G Th Th O “th” themakes /t/ sound in “thyme” 1 3* 1 1*

f

F V V

N

wh Wh Wh “f” themakes sound /v/ “of” 1 5 1

3 u

E U

M

m Sh Sh 3 1* 1 1

t T T L

D

Ch Ch “t” themakes /ch/ sound in “future” “ch” themakes /sh/ sound in “chef” “ch” themakes // sound in “chord” 3

2

1

s S k K C “s” makes the“s” makes /z/ sound in “is” “s” makes the“s” makes /sh/ sound in “sure” 1 1 1 1 r

z Z Z J R B b 1 4 4 1:3 i

I

Y Y a Q A “q” appears as “qu” as in words“q” appears “y” = consonant1 & sounds 3

The Literacy Bug | [email protected] | www.theliteracybug.com Grapheme Map

2 1 1 1 1 3** t augh ure l ch e augh t ey , s , ey i sty y igh ou would ore soup buy oor oar cycle ie augh or oor out i four height ure ure blend and c is /or/ is ins is /or/ is ind is /or/ is inf is /or/ is inm is /or/ is in is /aw/ int is is /ow/in is is /or/ is ind is //inh /long is /long i/in /long is /long i/inb /long is is /long a/ inth /long is is /long e/ ink e/ /long is is /long i/in/long is is /aw/ + /f//aw/ inl + is ey is /long i/inm /long is is /yur/ inp is is /long o/ins /long is or is /long oo/ inoo/ /long is is /long i/inf /long is ou y is /short u/ int /shortu/ is is /long i/inb /long is for our oul oar is /short oo/ in/shortoo/ is ey igh oor is /short a/ + /f//shorta/ inl + is ore uy ey ie i i_e oor ou igh augh eigh ou ou -ure unique /y/ and controlled-r /y/controlled-r and unique oul -ure augh + /r/, but there seems to be a be to seems /r/, + there but The phoneme could be /long u/ /long be could phoneme The augh augh 3 1 1 2 3 4 1 ye 1:3 ye l y

ch y or r n

nd ve n ve

k uy n l ei ou or r er sty ar ie ye ou up ei ore soup ie ie anus ur oar my ir or out ie myth ur ear for four ye yr aight would Ur yellow y is /or/ is ins is /or/ is inm is /er/ inbl is ei is /er/ int is is commonly commonly is is /or/ is in /or/ is in ie is /er/ inw is is /er/ is ing is /ow/in is is /er/ is inl ur is /er/ indoll is /long i/inp /long is /er/ infath is is /er/ is ins is /long i/inb /long is /long i/inf /long /short oo/ /short is /y/ inis ai ir is /long i/in/long is is /long o/ins /long is is /long a//long inv is or is /yur/ is in /long e/ inrec e/ /long ie is /long oo/ inoo/ /long is ou /long e/ inbel e/ /long ur ur ou y or is /short u/ int /shortu/ is y yr ei is /long e/ infunn e/ /long is ar er is /shorti/in is is /shorta/ infr is our is /long i/inb /long is ear oar /long a//long instr is also /long i/inm /long also is ei -ye ei ore y -uy ie ore y ou ur oul y ie is also /long i/inb /long also is ou ou -ye aigh -ye 3 2 1 2 1 1 1 ye 5 d k t y s t or r b d u u ea per pil k uy k ea ea u ye u u ore eer flute mule ier ear oar or aw cook al au oor boot ther or ought four taught a u is /or/ is inf is /or/ is ins is /or/ is inm is /or/ is in is /aw/ inl is is /aw/ inis is /er/ inw is al is /ear/ is inf is /ear/ is int is /or/ is ind is /ear/ is inp is /aw/ inis is /aw/infr is or is /aw/ inw is is /aw/inf is is /long i/inb /long is is /long e/ ins e/ /long is /long oo/ inoo/ /long /short oo/ inoo/ /short is /long a//long inst is is /long u/ inu/ /long is /short oo/ inoo/ /short or is /short u/ int /shortu/ is is /short oo/ inp oo/ /short is ea oo is /short e/ inbr /shorte/ is al aw is /long u/ inp u/ /long is or ier is //incirc is a for our ear au is /long oo/ ins oo/ /long is oar -uy eer is also /long i/inm /long also is u ea ore u oo -uy u eer ea u oo y u ea u-e u_e u-e augh is also /long i/inb /long also is -ye 1 1 1

1 1 4 1 . o o 1:5 o t t e t l t l t t e g ve ne p i o t o v d n e o o ow ee k ow oe l o oa ou oe ie oa ou e note n blue note oy aw ear al each au ear augh ther oi st & vet st & vet ear ough ind in o ear ind a receive o though o though invet in ingall /aw/ o is /oi/ is inb oi is /oi/ is ins is /aw/ inl is /long 0/ is /aw/ inis /long 0/ is /air/ is int is /aw/ int is is /ear/ is inf is /er/ is inl is /aw/inw is /long oo/ /long is /ar/ is inh schwa /short o/ is /long e/ in e/ /long is is /aw/ infr is is /aw/inf is /long o/ is /long o/ins /long is is /long o/int /long is is /long o/ins /long is is /long o/int /long is is /long o/inb /long is is /long e/ insh e/ /long is is /long o/in /long is o is is o is /long o/inb /long is oi is /long o/inb /long is is /long o/in /long is /w+schwa/ oy is /long o/inb /long is is /long e/ inm e/ /long is is /long e/ inpet e/ /long is is /long e/ in e/ /long is oe au ue ee al al aw is /long e/ inbel e/ /long is is /long oo/ inoo/ /long is e a au ear oe ear ear is /long e/ in e/ /long is ear oe o is is o o is is o o is o ou oa o is is o ow ou oa e_e ea ow o-e ear ee if not exactly the same the exactly not if o-e ough ough is /long o/inm /long is ie ough i_e ue augh o is is o is /long o/inm /long is o_e ei o end of a as in vet o the two sounds - /long u/ & & u/ /long - sounds two the /short o/ and /aw/similar and /shorto/ are — vowel says its name at the /long oo/ - sound near identical nearidentical sound - oo/ /long 1 1 1 1 1 1 2** o 1:4 e l t l d t

d e i i

t d n fruit air i sty y ai k ow n

k oe igh l oa ou ai l i ation er ar nd n up note buy i i ur cycle cycle aw ie al oy au oar ther oi st & vet ir on, or i i ought taught ear height ai i a yr and o is commonly commonly is suit suit i ai is /or/ is ins is /oi/ is inb is /er/ inbl is ui is /oi/ is ins is /aw/ inl is is /aw/ inis is /long u/ oru/ /long is is /er/ inw is is /er/ is ing is /er/ is inl is /aw/ inis is /aw/infr is is /er/ indoll is er is /er/ infath is is /aw/ inw is is /y/inon is is /long i/inh /long is /long i/in /long is /aw/inf is is /er/ is ins is /long i/inb /long is is /long o/ins /long is irregular cases irregular as a is /long o/int /long is is /long i/in/long is is /long o/inb /long is is /long i/inm /long is is /long o/in /long is /long a/ inr /long is /air/ is inch as air oy oi is /long o/inb /long is ir is /long e/ inpet e/ /long is i is /shorti/inf is oy ui is /long i/inf /long is is /short e/ ins /shorte/ is is /long i/inf /long is ur oa al aw y i i_e is /shorta/ inpl is is /schwa/ inpenc /schwa/ is i or is /long i/inb /long is is /long i/inb /long is yr a oar ar er au ear aw oe uy i ie i i i_e ai ou oa ow igh is /long e/ invar e/ /long is air ai if not exactly the same the exactly not if o-e ough eigh i_e is /long o/inm /long is i augh whereas, whereas, /long oo/ inoo/ /long o the two sounds - /long u/ & & u/ /long - sounds two the /long oo/ - sound near identical nearidentical sound - oo/ /long 1 1 2 2 2 3 1 2** e t t e ve i e d v e e or our e ie e new air few ore eir are eer ier ear each oar grow our are ay care cow four err receive . e ay d ay in sh p e is /or/ is inf is /or/ is ins is /ar/ is in is commonly commonly is is /air/ is in is /or/ is inm is /or/ is in is /air/ is in is /air/ is inp is /air/ is inh is /ear/ is inf is /ear/ is int is /ow/in is is /ear/ is inp is /air/ is inch is /long e/ in e/ /long is is /ow/ + rinh + /ow/ is is /long e/ insh e/ /long is /long a/ ind /long is /long u/ inu/ /long is ay ier is /long e/ insh e/ /long is is /long e/ inpet e/ /long is ay is /long e/ in e/ /long is is /long o/in /long is is /long oo/ inoo/ /long is is /short e/ inb /shorte/ is are is /schwa/ injack /schwa/ is is /long e/ inbel e/ /long is eir e e ier ow are are air our e ear oar err is /long e/ in e/ /long is ew our ow eer ore our e e-e are ea ew if not exactly the same the exactly not if ie i_e ew ow e_e ei usually makes the /long a//long the makes usually our as in the compound word compound inthe as a vowel says its name (long the two sounds - /long u/ & & u/ /long - sounds two the ay form) at the end of a syllable as /long oo/ - sound near identical nearidentical sound - oo/ /long sound at the end of a base words words base a of end the at sound 2 1 5 1 4 3** 3** 3** e t t t a e d

t d

t n a k ai a per ai l er ar ar have ea up eigh n a ur oar heigh ar inm ir or lone ther care ear for four fought core ai ar e yr a a though through _ drought a per. a ir intou in p a is /or/ is ins is /ar/ is inc is /air/ is in is /er/ ing is is /er/ inbl is is /or/ is in /or/ is in is commonly commonly is is /or/ is in is /short u/ + /f/ + /shortu/ is is /er/ inw is /long o/ ai is /er/ is inl /ow/ in/ow/ is /aw/ inis is /er/ indoll is /er/ indoll is is /er/ infath is is /air/ is in /long oo/ ar is /er/ is ins is /long a/ inm /long is irregular cases irregular is /long a//long in is is schwa in schwa is ai is /short a//short inc is is /aw/ inf is /long a/ inr /long ir is /long i/in/long is is /shorta/ inis ar or is /short e/ ins /shorte/ is ur ar is /shorta/ inpl is or a yr is /long a//long inp is ar ar er a ore our a ear oar a_e a ai oar ai ough ough ough a_e ough is /long a//long in is ough a_e a_e eigh eigh a vowel says its name (long a eigh ough form) at the end of a syllable as 1 1 1 1 2 2 1* or 1 ost d ce se er on are, are, gh gh an half y on oul ence le le mn ile ure k ale gh emonic si on ci ef & pa one mb ff sh y y ilk al ti un ssi mm ater sci or mou ll f wh ch wh ugar ce ph mn m ip, w ittle ittle write whole s orchoo

l l se in , except in the inthe ,except and inand sh se se / l w is /g/ as in/g/as is no calf /m/ / says /k/ -ll is /n/ is in is /l/ is insi /l/ is insi is /l/insimp is /l/insimp is is /sh/ inis w is /m/ is in is /h/ is in is /w/in is is /r/ is in is /m/ is inautu is /m/ is inthu is /f/ as inlau /f/as is gh- is /l/ is in /l/ is in is /f/ as in/f/as is are is /m/ is insu is /sh/ innais is /hw/in is sh is /aw/ inw is is /sh/ inis is /f/ as in/f/as is l l is /sh/ inmi is is /f/ as instu /f/as is or fall or ball). fallor or ll ll is /sh/ inpre is f is /sh/ inconfu is is /sh/ inphysi is m s is /sh/ is incon ch al w wr -se is /sh/ is in are /s/are inpea ff is /short oo/ inw /shortoo/ is ti- wh -le -le wh mn- mb -gh ph wh -gh ssi -ce ss is /s/ is inmoo is often silent in the vowel vowel inthe silent often is ci- is /f/ inis mm - mn si- not in a word like tou like word ina not is /z/ is incho is always always is by E, I or Y. Otherwise, C sci- sh- -mb lf oul -ce -se rare rare constructs like eigh, ough, but but ough, eigh, like constructs whereas whereas -gh m C softens to /s/ when followed -se the double l (ll) occurs afterthe occurs (ll) thel double short form of the vowel (e.g.ofthe vowel form full short 3 1 1 1 1 1* 2* 1 rcle er ci on ight, an le y an mn gh emonic si y ze on ci ef one lf mb ff eese gg tch ck ve kn ci ilk i ord ti un mm ame ite zz an oo f g ch is ph of g mn m k ch v z ch ot choose ow, future in , except in the inthe ,except

tation or tation can also make kn kn xylophone gg ci /z/ form

/m/ k v and is /v/ is in is /v/ is inha is /k/ is inba is /z/ is in is is /k/ is in is /n/ is in is /z/ is infu -lf is /ch/ inca is is /m/ is in is /z/ is insnoo is /m/ is inautu is /sh/ is in is /v/ is in s is /m/ is inthu f is /f/ as inca /f/as is is /f/ as inlau /f/as is is /k/ is in is /f/ as in/f/as is is /m/ is insu is /sh/ innais is /ch/ in is is /z/ is in the /k/ sound the is /g/ as in /g/as is is /f/ as in/f/as is z is /f/ as instu /f/as is v is /g/ as in /g/as is k ci- f is /sh/ inconfu is is /sh/ inclini is is /sh/ inphysi is is /ch/ is in ch lf zz (this is irregular) is (this m ch -ve -ck ch t g is /z/ is in -ze ff -ze -ze ti- tch -se mn- is used after a single vowel vowel single a after used is mb -gh ph ci ch gg -gg x ci- mm - mn si- is silent in silent is is always always is -mn is /s/+V is in k that does NOT say its name its say NOT does that c ch & -que which is why there is the “ve” “ve” the is there why is which theafterg(gg) occurs double rare rare m ci English words do not end in“v”, end not do words English -tch -tch the short form of the vowel (e.g.ofthe vowel form the short giggle). A word doesn’t end with endwith doesn’t giggle).word A 3 1* 2 1 1 1 ick 1 1** ng qu tle si on an ti on n y y que ar on gh si j y ze on ci one lf lf bt si ff ff le si ck ti tio ure un un can also zz oo t f f alk tt ph ngle / ngle z t on, when a on,when erodactyl si i can also make pt is is i j t sound stuffy). - is /kw/ is in - as end inj. end and “pn” que is /z/ is in consonant is /t/ in is is /z/ is infu is /t/ indou is is /z/ is insnoo is /t/ inli is si- is /f/ as inca /f/as is inca /f/as is is /f/ as inlau /f/as is is /k/ is inche as is /f/ as in/f/as is in/f/as is -ff is /sh/ innais is /sh/ innais qu is /f/ as in/f/as is the /k/ sound. the z is /f/ as instu /f/as is instu /f/as is t tt is /sh/ inpen is is /ch/ is infu f f -zz is /sh/ inconfu is is /sh/ inphysi is vowel (e.g. vowel faze) is only /j/ in only as is che lf lf zz is /zh/ is inconfu t is /t/ inis -bt ff ff make the /j/ sound makethe (as a consonant) g -ge & -dge g -ge & -ze -ze ti- ti- j si is /t/ + /long i/in/long /t/ + is -gh ph In American , InAmericanspelling, ph- si is /s/V is + in pt ci- is primarily a vowel, and vowel, primarilya is si- is /y/inon as is by E, I or Y. Otherwise, G G E,I orY.Otherwise, by -que -que ti- i yet i infrequently makes the /y/ the makes infrequently the “p” is silent in “pt”, “” “ps” in“pt”, silent is “p” the c ch, k & ck si- buzz) as opposed to the long to buzz)opposed as short form of the vowel (e.g.ofthe vowel form short (e.g.ofthe vowel form short says /g/. English words don’t words /g/. says English G softens to /j/ when followed followed /j/ when to softens G -que thefafter (f)thedouble occurs theafterz(zz)the occurs double whereas, whereas, 1 1 1 1 2 1* 1 3 ce y y pea on

an

ed ed on

y ost - or- ost y gh

ure ole si & se on se ci

dd dd at og og ve ow le a a ti ss ure ent ssi gh ss nn an d d ole ure ow t alk tt d d is wh of v nake gn s t h eumonia ychiatry kn n sc ease s autumn c ps pn one or lau form s little). little). h with mm is /v/ is in is /v/ is inha is /z/ is in is /n/ is in is /t/ in is ph is /s/ inis is /ng/ insing is is /h/ is in is /s/ inmou is is /n/ is in /n/ is in is /t/ inli is is /n/ is insu is /s/ inme is is /s/ inis s is /v/ is in f is /sh/ inis is /z/ is inchoo ssi is /d/ as in/d/as is in/d/as is is /sh/ innais -tt are /h/are in is /d/ as inmov /d/as is is /sh/ inmi is is /d/ as in/d/as is in/d/as is v is /t/ as injump /t/as is t h tt is /ch/ is infu is /m/ is in n is /sh/ inconfu is is /s/ inis s is /sh/ inphysi is s is /sh/ is inpre sc sc (this is irregular) is (this d d are /s/are in gn t -ve ss ng is /n/ is in kn -se nn -se ti- kn- is often combined ina combined often is -ve wh as in as ss dd dd ssi -ed ps -ed -dd ci- -ed mn si- h pn short form of the vowel (e.g.ofthe vowel form short which is why there is the “ve” “ve” the is there why is which daddy). A word does not end not does daddy).word A the double d (dd) occurs after occurs (dd) thed double a - as in as - letter silent a to represent a digraph sound - sound digraph a represent to c -ce the double t (tt) occurs afterthe occurs (tt) thet double English words do not end in“v”, end not do words English the short form of the vowel (e.g.ofthe vowel form the short number of consonant sounds, as number 1 1 2 1 1 2 1 2 d far y tle ence ly le b

ti n half ence oul a y ost ide y k ure le ef bt tch sci gg bb eese ite le i y b ord appears in appears ss tio ure em al rr u ss ame sci yme gh gu g t ain ll alk ch tt g ugar g b ch t ed nake wr r r s ittle ch tough rh erodactyl l s future b and inand

pt r calf g with mm is /r/ is in is /r/ is in is /ch/ inca is is /t/ in is is /r/ is inhu is /t/ indou is is /f/ inis is /t/ inli is is /l/ is insi is /sh/ is in is /l/insimp is is /s/ inis is /k/ is in is /g/ as in /g/as is is /l/ is in is /r/ is in is /s/ is inme is /g/ as in /g/as is is /ch/ in is is /sh/ innais is /sh/ inis is /g/ as in/g/as is is /aw/ inw is is /j/ inis as l t -ss is /g/ as in /g/as is ll r is /b/in as is tt is /ch/ is infu s -le sci is /ch/ is in is /sh/ is inpre g s rr t is /sh/ is incon ch wr wr ss is /t/ inis ch -bt -bt al rh t g is /b/in as is -gh -le is /short oo/ inw /shortoo/ is ti- -tch -tch is /t/ + /long i/in/long /t/ + is is /s/ + long i in i /s/long is + is used after a single vowel vowel single a after used is I or Y. If not, G is /g/ I orY.is Ifnot, G ch gh- gu- ss gg bb -bb pt b is /f/ inis sci- ti- -tch lf oul that does NOT say its name its say NOT does that controlled-r as in as vowels controlled-r (baby). A word does not end not (baby). does word A sci- is always /r/ always and is theb(bb) afterdouble occurs bubble) the andnot form long G softens to /j/ if followed by E, by /j/followed if to softens G r -tch -tch the short form of the vowel (e.g.ofthe vowel form the short 3 1 1 1 3 1* 2** tle as on an ick

ti ) n enery y on are gh y si ck k

dge ci one lf ti ff ism ite ck sc le qu is used as used is tio sc un rr f f alk tt sc ain ph t . wr r can also is /k/ is in as -ge ge que ent or f sc -que -que che says /k/ inca is /v/ is ino is /k/ is inba is /r/ is in is /t/ in is is /r/ is in is /j/inju is as is /r/ is inhu ti- is /t/ inli is f is /f/ as inca /f/as is is /f/ as inlau /f/as is -rr is /f/ as in/f/as is is /sh/ innais sc is /f/ as in/f/as is r is /f/ as instu /f/as is t g -ge & j j g -ge & is /sh/ in fa tt f is /sh/ inconfu is not end with rr. not end with is /sh/ inphysi is is /zh/ is inequa lf (this is irregular) is (this is /s/ + /k/ in - is /kw/ is in - as rr wr wr -ck opposed to stea vowel that says its ff make the /j/ sound makethe a vowel in this case. inthis vowel a ti- -ck sc is /t/ + /long i/in/long /t/ + is is used only after a single single a after only used is -gh ph qu- yet is /s/ in ti- sc -dge is used only after a single ci- qu si- by E, I or Y. Otherwise, C ti- vowel which says its short short its says which vowel short sound (e.g. ba whereas, whereas, sc is always accompanied by the the by accompanied always is the double r (rr) occurs after occurs (rr) ther double -ck does not create a controlled-r create not acontrolled-r does -dge C softens to /s/ when followed -dge q “u” and so “u” is not considered considered not is “u” so and “u” sound. Otherwise Otherwise sound. the short form of the vowel and vowel (e.g. does vowel hurry).word A 1 1 1

1 1 1 1* 1* ps- ng far k y

ed

ed y y n y y ze ge and dd (rare) ite og a appears in appears pp pp ie ie rr yme zz d oo ng u u is d ain i ge p p z wr r r pt-, p p rh

choose in on ng

xylophone shi /z/ pn-, is /sh/ is in

z with pp fa says /g/ p d is /z/ is in is is /r/ is in is /r/ is in is /z/ is infu is /p/in is /p/in is is /j/inca is as is /r/ is inhu is /z/ is insnoo s is /f/ inis is /r/ is in is /p/in is /p/in is is /d/ as in/d/as is is /z/ is in p p shi- is /d/ as inmov /d/as is z r is /d/ as in/d/as is is /t/ as injump /t/as is and insi and wr shi zz d rr is /zh/ is inbei wr wr rh is /z/ is in is also /ng/ inthi also is ph pp pp -ge -ze -ze -se is always /ng/insi as always is -ng dd n -ge x -pp -ed -ed by E, I or Y. Otherwise, G G E,I orY.Otherwise, by -ge is silent in silent is ng controlled-r vowels as in as vowels controlled-r puppy). A word does not end not does puppy).word A is always /r/ always and is the double p (pp) occurs after occurs (pp) the p double G softens to /j/ when followed followed /j/ when to softens G p r the short form of the vowel (e.g.ofthe vowel form the short 2 1 1 2 1 3 1 1** far

le

ycle

y y c are ile ost

ide k y ole ale gg at at ite ow ow n i appears in appears sc nn nn rr ent ame yme on gh at gu ow ow g wh i ain wh g gn gn c wh eumonia n kn n kn wr r r autumn sc rh ellow when a when ellow pn

y ircle orbi ircle also makes the /y/ the makes also c is /sh/ is in y with nn n i c nitzel (rare) nitzel is /ng/ is insing is /n/ is in /n/ is in is /r/ is in is /s/ in is /r/ is in is /n/ is in /n/ is in /n/ is in /n/ is in is /k/ is in is /r/ is inhu is /n/ is insu /n/ is insu is /w/in is rh is /g/ as in /g/as is is /r/ is in is /g/ as in /g/as is is /ng/ inthi is is /hw/in is separate card c are /h/are in is /g/ as in/g/as is is /m/ is in r is /g/ as in /g/as is sound inon sound n n sch- sch sc gn gn is /s/ + /k/ in rr n wr wr says /k/, likewise, is /n/ is in kn kn -ng rh g nn nn (as a consonant) wh wh often appears in vowel invowel appears often wh -nn gh- gu- gu- gg sc sch is /s/ is in wh- -mn pn y is /y/in as is by E, I or Y. Otherwise, C c sounds, which appear on a on appear which sounds, y controlled-r vowels as in as vowels controlled-r funny). A word does not end not funny).does word A is always /r/ always and is theaftern(nn) occurs double C softens to /s/ when followed consonant, r the short form of the vowel (e.g.ofthe vowel form the short 1 1 1 2 2* 1 1 2** gh e y and th er er

ly

x b ury

y y mn a ost

emonic x pt- one utan at, lf mb mb ff at bb ow ilk ilk b un nn u mm mm or o gh ow f th thyme ph mn m m gn b Bh ed eumonia n kn x thumb and autumn doubt b ychiatry or ychiatry is, , except in the inthe ,except pn

th xylophone ps yet is /f/inlau as is ps- pn- and /m/ x of /th/ of ychiatrist is /t/ inis b is /n/ is in is /n/ is in is /ng/ insing is is /n/ is in /n/ is in is /m/ is in /m/ is in is /n/ is insu -gh is /m/ is inautu ps is /m/ is inthu /m/ is inthu is /f/ as inca /f/as is m th is /g/ as in /g/as is is /f/ as in/f/as is is /m/ is insu /m/ is insu (uncommon) is /t/ inis th is /f/ as in/f/as is is /m/ is in is /f/ as instu /f/as is is /m/ is in is /b/in as is n is /b/in as is f is // is info lf (this is irregular) is (this gn m m ng bt is /n/ is in kn is /z/ is in ps- is /b/in as is nn ff is /s/ is in mn- x mb mb ph is /ks/+/sh/ is inlu gh- mb gh- gn- is /th/ inis bb does not end with mm x bh mn b rare rare mm mm - mn x pn is always always is ps is silent in silent is is always /th/, except in the inthe /th/, always except is th p -mm rare rare mummy or hammer). A word hammer).word A or mummy whereas, whereas, th m the double m (mm) occurs after occurs (mm) them double the short form of the vowel (e.g.ofthe vowel form the short there are voiced/unvoiced forms voiced/unvoiced are there

The Literacy Bug | [email protected] | www.theliteracybug.com Phoneme-Grapheme Map l t i s p e u o i lone lone a e u o a a penc jack circ it, gall ” or ” (24% of time spelled w/ “a”) schwa see ure ure anus c c ur Ur utr & Culture ure your, you’re xes to base to xes your /yur/ ” (Burgess, .” ffi e lk “-ment”. like xes ier eer ear ear t f f p ier le utterance, olded eer ear ffi /ear/ ff ial ea or air air ear understands up to 4000 understands up to 9000 t err ch ch ar understands 1000s air err ear eir / aer are / ar aer /air/ f eir / h are / And the words slide into slide words the And (Wittgenstein, ?” when does the y turn to i? to turn y the does when t ar ar ear c c h ar ear /ar/ (89% of time spelled w/ “ar”) Chall’s Stages ? or “ or ? wih r lnusi uis ie the like units linguistic are which , End Stage 0: words (heard); reads few, if any. End Stage 1: words (heard); can read about 600. End Stage 2: words (heard); can read about 3000 our ore or / f oor oar f our f s d m or or f ore oar our oor /or/ . n wt ec sca each with And ). k n l er er n ar up ir or ur g yr ir t ear w l yr s doll er ar fath fath ur or ear /er/ (40% of time spelled w/ “er”) x) to decipher the meaning/use of that word, that of meaning/use the decipher to x) ffi l oy oy oi s b b oi oy /oy/ (62% of time spelled w/ “oi”) x “s” or “”, prefixes like “re” or “pre”, roots such roots Latin “pre”, or “re” like prefixes “es”, or “s” x And Oral is the t ffi when do I drop the “e” the drop I do when t a vehicle ow ow language ou literacy is to extend ough c c language. of literacy. foundation ou dr ow neb Outside Enderby (56% of time /ow/ ough spelled w/ “ou”) ) t t d k n when do I double the final consonant al ther ther au aw o l a o a a augh w al fr ough f f Morphology & Inflectional Endings words.within These patterns meaningful identify learners time, Over as to referred are su plural su grammatical and “see”, meaning “spec” su as add to how govern that rules the learn also They “ words: “ f au fr aw Words only make sense within the context of sentences (onward to and grammatical facts /aw/ Final Word and ends, an to means a is code the skilled that a remember must that We true or is it root whilst And Latin itself. of its and in (e.g. ends wordan not a of features the use can reader su grammatical this occurs much later in the learner’s development. in understood ourselves make to use we what is code the So readerthe as long as recognisesprint words and language and and write, I what the is code The seen. and is what in world a/the and conversations say to want I what between interface a that remember Wemust read. I what and know to am I what the of oral demands their behind years three the to up be coordinatemay skills child’swritten to learns child the as skills, written code as a vehicle for spoken thoughts. (Chall 1996) times page, a at on - and spaces words, hope letters, up line we We and said is something collectively, and, “ understood. be will atmospheric we that with - vainly as glitter and syntax, by ordained slots the meaning call we which impurities those our with dust of history natural the 1968, (e.g. say how/ and world the language, about we more something learn we what say we why to help of bit a need we times, at And, conversations). our decode/decipher/recognise literally to help is that whether words or help to extract their meaning. in it hung have or framed well picture a had have I when Often, myself. picture proudas surroundings,feeling right myself the caught as have I the painted had I if Value augh ough n n p t e t o ue per ui ew u d ough oo oo ou u s u o n bl fl s s s ui s ue ou oo oo thr ew u_e (38% of time ough spelled w/ “oo”) d k k t u man oo oo oul p u o o c c w w oo oo oul (31% of time spelled w/ “oo”) ty e pil ne n u ew u u u u f t t p b ew u_e eau (69% of time A spelled w/ “u”) g g ch u u NB: is learner able to spell topical even if these words lie outside decoding ability. (Why would this is the case?) u u b b ou t ou (86% of time spelled w/ “u”) l t e st ne n eau ow o oe oa ou o o t ough o o s b m b gr b bur th oa oe ou ow o_e eau (73% of time spelled w/ “o”) ough g g o o o o d d : adding inflectional endings, ): focus is on : [shrt] a, m, t, s, i, f, d, r, [shrt] : sorting pictures of words into letter : chief, whine, theme, athlete, pilgrim, : hat, bug, fresh, much, pass, class, ye t e te t sty ie i uy i i i igh or b p cycle b b b eigh ei i h ie ei f : a-e, ai, ay, ei, ey, ee, ea, ie, e-e, i-e, igh, y h uy b i_e igh m eigh (37% of time y/-ye spelled w/ “i_e”) : next, road, knock, frozen, coal, whose, : uneasy, insincere, unfasten, manipulate xes Stage th t t i i y i i ffi s s y m xes Stage ay ciiis ep eres rs a grasp learners Sample Activities help activities Many said, That code. the of mastery growing writing, enacted be must activities code-based all interactive as such practices, meaning-based within , dialogic dramatic play and thematic explorations. (66% of time spelled w/ “i”) ffi t f y ve te e e i ie ei ee ee v ey ation ea i i y e e k sh e tr tr ch ie ei m funn pet ey ee ea rec i_e var e_e (70% of time spelled w/ “e”) d d d d nd ea Code-based activities can involve the use of soundsticks, of use the involve Elkonin can activities Code-based blending/segmenting, picture tiles, syllables, letter walls, clapping phoneme books, walls, word ABC sorts, squares/boxes, concept sorts, word scrambles, word in have procedures, dictagloss strategies writing, dictated writing, interactive above the of and sentences cut-up Approach, Experience Language the each do What more. learners for opportunities ample provide all They common? to manipulate sounds, letters and spelling patterns. e e ai ie e e b b s br Sequence of /Spelling Instruction Emergent (Print Concept and on alphabet (letter name) knowledge Letter Name Alphabetic o, g, l, h, [shrt] u, c, b, n, k, v, [shrt] e, w, j, p, y, x, qu, z, sh, ch, th, wh, ck, consonant blends (e.g. st, pl, bl, gl, sl) Within Word Stage y, o-e, oa, ow, u-e, oo, ew, vowel+r, oi, oy, ou, au, ow, kn, wr, gn, shr, thr, squ, spl, tch, dge, ge, Syllables & A multisyllabic words, homographs & homophones ie ai ea fr (91% of time spelled w/ “e”) Examples Words - Sequence of Phonics Emergent (Print Concept) sound, rhyme categories Letter Name Alphabetic sad, job, blob, grab, sick, trick, rang, swing. Within Word Stage throw, roast, cause, pause, paws, taught, shawl. Syllables & A mushroom, nervous, service, receive, reign. Derivational Stage t t k n n ey per ay pe pe ea ei ai aigh a a a d a a r v th ei ai eigh st p ay ey ea str a_e eigh aigh (45% of time spelled w/ “a”) d t t gh a a ai c c a a sthetic au eater (rare) pl ai (rare) ETR l au ae ae (96% of time spelled w/ “a”) y se ze s oo oo zz i z s x z z fu zz snoo choo /z/ ylophone -ze -se x (23% of time spelled w/ “z”) scribbles on i i y ellow ellow on y y /y/ (42% of time spelled w “y”) x x ous ury . x fo fo x x xi lu an * /sh/ /ks/ /ks/+ (100% of time spelled w/ “x”) e n n ile ile ne at the end of a multi-syllabic ne nce nderful o wo nce o o o wo o wo wh wh * wh wo hits an irregular phoneme /hw/ /w / (100% of time In “one” the /w/ sound is not represented by a letter, making spelled w/ “wh”) only ale ater ater w w w wh wh /w/ (92% of time spelled w/ “w”) 7 Levels of Phonemic Awareness 1) Listening 2) Attending to rhyme 3) ______to words & sentences 4) ______to syllables in words 5) ______to onsets & rime 6) ______to individual phonemes 7) Introducing letters & . Sumerians would ask pupils to organise words semantically & phonetically f ve an an f o v v v ha /v/ -ve xes (Independent) Spelling = 9 - 11 yrs old w/ “v” or “ve”) (99.5% spelled ffi on on on si ti e e ure ual ge si ime z s g z th th s g si (rare) (rare) bei th ti- ca re sei colli equa confu -ge * /th/ /zh/ (49% of time (100% of time spelled w/ “si”) spelled w/ “th”) Stages of Spelling Development (Version #1) 1) Pre-speller - birth to 4 2) Spell it like sounds - 4 7 years old - 7 9 years old 3) Spell it by pattern 4) Spell it by rule - 9 11 years old 5) Coordinating multiple strategies - 10 13 years old 6) Spell it from knowledge - 13 years and older ed bt le a-vu t tt ree ree j /zh/ t t j- tt li (rare) dou /t/ de jump pt- -bt -ed pterodactyl (97% of time spelled w/ “t”) an iate on on ure ence Skills of early language, alphabetic knowledge & reading 1) Child develops knowledge of letter names and sounds; 2) Child identifies of beginning in common words; 3) Child develops an accurate concept of words in text; 4) Child develops full phoneme segmentation ability; and ability the (including skills recognition word full develops Child 5) to match sounds letters). c on ism ci ef oe oe iate Stages of Spelling Development (Ehri, 2005) Pre-alphabet phase (by visual/contextual cues) = 3 - 5 yrs old Partial alphabetic phase ( by visual & salient parts) = 4 - 6 yrs old Decoding (alphabet) phase (by grapheme/phoneme) = 6 - 7 yrs old Consolidated (orthographic) phase = 7 - 9 yrs old Morphological (by meaningful units) = 9 yrs old+ Example Spelling Rules C softens to /s/ when followed by E, I or Y; G softens to /j/ when followed by E, I or Y; When a one-syllable word ends in a single vowel Y, it says the /long i/ sound; Y says the /long e/ sound base words. Source: Uncovering the Logic of English by Denise Eide (2011) si Stages of Spelling Development (Bear, et al, 2014) Emergent (Print Concept) Spellers = 3 - 5 yrs old Letter Name-Alphabetic (Semi-Phonetic) Spelling = 4 - 7 yrs old Within-Word (Transitional) Pattern Spelling = 7 - 9 yrs old Syllables and A Derivational Relations (Advanced) Spelling = 11 - 14 yrs old ti t ss ssi ugar s sc sci t- ch sh sh s c- ini ti- na ss sh ch fa si- ci- mi pen ssi sci pre sc- physi appre /sh/ con (26% of time spelled w/ “sh”) y sh se Sh on wh ss ce Wh un un ience nitzel s c s s eiling ni ychiatry shi /sh/ /sh/ hou c me ss /s/ sc fa -se sc- -ce ps- ps sch (73% of time shi- spelled w/ “s”) sch- -ly slowly, festive, (adverb) massive carefully -ive (relating to) y th ch Th ite rr xes often xes Ch un un yme r r r rr wr hu rh rh /r/ wr xes ffi (97% of time spelled w/ “r”) ffi (plural) -es (quality of) happiness, foregiveness fishes, dishes -ness ick ick qu qu qu- /kw/ (100% of time spelled w/ “qu”) z Z -s (pural) musician m M y (skilled at) physician, toys, dogs -cian ie ie pp p p p ha pp /p/ , involving (96% of time spelled w/ “p”) Sample Su l y Y (act of) mat or pic-nic fresh (e.g CVC or CCVC) me or ve-to cape or stripe cue pain or head toy far or ferment torment apple or simple fickle L singing creation, repetition running, k (ongoing) -ing -tion n ng ng n si si thi is key - phonological; - orthographic; - morphological; - etymological knowledge … …. along with one’s memorised words (or lexical store) -ng /ng/ (41% of time spelled w/ “n”) x X k K y at ot o o nn n n n emonic kn gn fu eumonia nn /n/ kn- gn- pn- mn pn mn- (97% of time spelled w/ “n”) (faith) (sound) fid fidelity j symphony , er J w W phon confidence, mn an an mb mm m m m co autu su /m/ mm -mn -mb (94% of time spelled w/ “m”) verbs i I v V nouns credibility philosophy, incredible, (knowledge) soph cred sophisticated articles (belief, trust) ll le adverbs gerunds l ion ion ll fa l l litt and more /l/ -le prepositions (91% of time conjunctions spelled w/ “l”) sequel, (again) seq u circ U e h (next, follow) H consequence circle, circuit k ck que at ord ite a c k c k c ba ch ck ch che /k/ (73% of time -que spelled w/ “c”) (lfie) viv t e T e g ff G g (humankind) philanthropy ar ar j anthropology, vivid, vivacious dge j j ira anthro Sample Bases ca fu /j/ g g- -ge (88% of time -dge spelled w/ “g”) (good) benefit tele television (far away) s f telescope, S beneficial, F ole ot ot bene h h h wh /h/ wh- (98% of time spelled w/ “h”) r le R e ide ost E gg ame ame g g g gu gh gi gg /g/ gh- gu- (88% of time spelled w/ “g”) This syllable ends with a consonant and contains a single following, often in its short form This syllable type ends with a vowel and the vowel is often long This syllable has a at the end which often signals that the vowel will be long This syllable type contains two vowels that make one sound. This syllable contains a vowel with the letter r, and the vowel is neither short nor long. This syllable always appears at the end of words and the consonant always goes with the -le (again) antiwar, (between) antivirus interstate, anti inter international international ff lf gh one d D f ood ood qu ca ff stu f f Qu lau -lf ph /f/ -gh ph- (78% of time spelled w “f”) in (not) (not) un inactive, inadequate y unsafe, unfair ed og c p P og dd C d d d da mov /d/ dd -ed (98% of time spelled w “d”) Alphabet (uppercase & lowercase) (with) (same) conjoin connect, con monotonous monolingual, mono ure tch t eese eese t o b B O ca fu ch ch ch- /ch/ -tch (55% of time spelled w/ “ch”) Sample Prefixes (not) re (again) dislike, dis disagree le : English has no consistent rule to predict which syllable is stressed in multi-syllabic words multi-syllabic in stressed is syllable which predict to rule consistent no has English : : While prefixes and bases often reveal something about the meaning of a word, su word, a of meaning the about something reveal often bases and prefixes While : repair, repeat ed ed utan bb a n b b b A N 73 basic phonograms 23 other common phonograms 6 common syllable types Closed Open Silent e or vowel consonant e (ice) Vowel team or vowel pair R-controlled vowel Consonant + le Facts 26 letters 21 consonants 5 (or 6) vowels 45 phonemes bu Bh bh bb /b/ (97% of time spelled w/ “b”) Six Most Common Syllable Patterns NB … unlike Pitjantjatjara where the first syllable is always stressed syllable. NB reveal something about the word’s grammatical form (e.g. “-ly” signifies adverb or verb tense)

The Literacy Bug | [email protected] | www.theliteracybug.com Related Presentations

The Alphabetic Code https://youtu.be/dA4nt3rxTYM the interface between oral and print language

The Literacy Bug | [email protected] | www.theliteracybug.com

http://bit.ly/2-Sounds-Letters Sound-Letter Correspondences Exploring phoneme-to-grapheme relationships

Page 1

Te Literacy Bug | [email protected] | www.theliteracybug.com

https://youtu.be/8DVPbK0HSyY

The Literacy Bug | [email protected] | www.theliteracybug.com Alphabet Cards (with consonant digraphs - ch, sh, th and ng)

The Literacy Bug | [email protected] | www.theliteracybug.com 4 1 2 A B C a b c

1 3 1* D E F d e f “f” makes the /v/ sound “of”

2 1* 4 G H I g h i 1 1 1 J K L j k l

1 1 5 M N O m n o

1 1 P Qu 1 R p qu r 3 1* 5 S T U

“s” makes thes /sh/ sound in “sure” “t” makes thet /ch/ sound in u “s” makes the /z/ sound in “is” “future”

1 1 2 V W X v w x makes /z/ sound in “xylopphone”

1:3 1 Y Z y z 1 consonant & 3 vowel sounds 3 1 1* Ch Sh Th ch sh th makes the /k/ sound in “chord” makes the /t/ sound in “thyme” makes the /sh/ sound in “chef”

3* 1 Wh ng wh ng a b c d e f

g h i j k l m n o

p qu r s t u v w x

y z ch sh th wh ng A B C

D E F

G H I J K L

M N O

P Qu R S T U

V W X

Y Z Ch Sh Th

Wh Consonant Graphemes

The Literacy Bug | [email protected] | www.theliteracybug.com Letter Tiles: Consonants (1 of 2)

1 3 1 2 2 1* b c d f g h

1 1* 1 1 2 1* j k l m n p

1 1 4 3 1 1* qu r s t v w

3** 1** 2 3 1 2* y x as a z ch sh th consonant

3 1 1 1 1 1 wh -ng bb dd ff gg

1 1 1 1 1 2 ll mm nn pp rr ss

1 1 1 1 2 1 tt zz -ck -tch -ed ph

The Literacy Bug | [email protected] | www.theliteracybug.com Letter Tiles: Consonants (2 of 2)

1 2 1 1* 1 1 -lf gh gu- -ge -dge pn

1 1 1 2 1 1 -le kn- -que mn mb gn

1 1 3 3 1 1 rh wr sc si- ssi sci

2* 1 1 1 1 3 ci- -ce ps- sch shi ti-

1 1 1** 2 1 i -bt -ve as a -se -ze consonant

The Literacy Bug | [email protected] | www.theliteracybug.com 1 1 1 b -bb bh

b is /b/ as in bed baby bb is /b/ as in bubbly bh is /b/ as in Bhutan bb is /b/ as in bubbly b is /b/ as in bed baby (uncommon)

bh is /b/ as in Bhutan b is /b/ as in bed baby (uncommon) the double b (bb) occurs bb is /b/ as in bubbly after the short form of the bt is /t/ in doubt vowel (e.g. bubble) and not bt is /t/ in doubt mb is /m/ in thumb the long form (baby) mb is /m/ in thumb

3 3 1 c ch- -tch c is /k/ in cat ch is /ch/ in cheese c is /s/ in circle or bicycle ch is /k/ in chord -tch is /ch/ in catch c is /sh/ in appreciate ch is /sh/ in chef -tch is only used after a single vowel that does NOT say its C softens to /s/ when name followed by E, I or Y. t is /ch/ in future Otherwise, C tch is /ch/ in catch ch is /ch/ in cheese says /k/ -tch is only used after a single t is /ch/ in future vowel that does NOT say its ch is /k/ in chord sc is /s/ in scent name ch is /sh/ in chef sc is /s/ + /k/ in scare

1 1 2 d dd -ed

-ed is /d/ as in moved d is /d/ as in dog d is /d/ as in dog -ed is /t/ as in jumped dd is /d/ as in daddy dd is /d/ as in daddy

d is /d/ as in dog the double d (dd) occurs -ed is /d/ as in moved dd is /d/ as in daddy after the short form of the -ed is /t/ as in jumped vowel (e.g. daddy). 2** 1 1 f -ff ph- f is /f/ as in fun ph is /f/ as in phone f is /v/ in of f is /f/ as in fun (this is irregular) ff is /f/ as in stuffy ff is /f/ as in stuffy f is /f/ as in fun lf is /f/ as in calf ff is /f/ as in stuffy lf is /f/ as in calf lf is /f/ as in calf -gh is /f/ as in laugh the double f (f) occurs after ph is /f/ as in phone the short form of the vowel the “p” is silent in “pt”, “ps” -gh is /f/ as in laugh (e.g. stuffy). and “pn” -lf 1 gh 2 g 2* -gh is /f/ as in laugh g is /g/ as in game f is /f/ as in fun g is /j/ as in gem lf is /f/ as in calf ff is /f/ as in stuffy g is /zh/ in regime (rare) f is /f/ as in fun ph is /f/ as in phone gg is /g/ as in jiggle ff is /f/ as in stuffy gh- is /g/ as in ghost whereas gh- is /g/ as in ghost gu- is /g/ as in guide -gh is often silent in the ph is /f/ as in phone following vowel constructs: G softens to /j/ when -gh is /f/ as in laugh augh, eigh, ough, but not in a followed by E, I or Y. word like tough Otherwise, G says /g/

1 2 1 gg gh gu-

gg is /g/ as in giggle gh- is /g/ as in ghost gu- is /g/ as in guide g is /g/ as in game whereas, -gh is /f/ as in laugh the double g (gg) occurs lf is /f/ as in calf g is /g/ as in game after the short form of the f is /f/ as in fun gg is /g/ as in giggle vowel (e.g. giggle). ff is /f/ as in stuffy gh- is /g/ as in ghost ph is /f/ as in phone 1* 3 1* h wh- j

h is /h/ in hole j is /j/ as in jar wh are /h/ in whole j is /zh/ in deja-vu (rare) wh are /h/ in whole h is often combined in a yet g -ge & -dge can also wh is /w/ in whale number of consonant make the /j/ sound wh is /hw/ in while sounds, either as a silent letter - as in ghost - or to G softens to /j/ when represent a digraph sound - followed by E, I or Y. as in phone or laugh Otherwise, G says /g/. English words don’t end in J -ge 1* -dge1*1

dge is only /j/ as in judge -ge is /j/ as in cage yet g -ge & j can also -ge is /zh/ in beige (rare) make the /j/ sound

G softens to /j/ when -dge is used only after a followed by E, I or Y. single vowel which says its Otherwise, G short sound. Otherwise -ge is says /g/ used as in cage.

1 k 1* -ck 1 -que k is /k/ in kite -que is /k/ as in cheque -ck is /k/ in back -ck is /k/ in back whereas, qu- is /kw/ as in k is silent in know, knight, quick and knot -ck is used only after a single c ch, k & ck can also make vowel that says its c ch & -que can also make the /k/ sound. short sound (e.g. back as the /k/ sound opposed to steak) In American spelling, cheque is check 1 1 1 l ll -le

l is /l/ in little ll is /l/ in silly ll is /l/ in silly -le is /l/ in simple -le is /l/ in simple l is /l/ in little ll is /l/ in silly -le is /l/ in simple l is /l/ in little lf is /f/ in calf and in half al is /aw/ in walk the double l (ll) occurs after lf is /f/ in calf and in half oul is /short oo/ in would the short form of the vowel al is /aw/ in walk (e.g. full or fall or ball). oul is /short oo/ in would

1 1 1 m mm -mn

mm is /m/ in summer m is /m/ in milk m is /m/ in milk - mn is /m/ in autumn mm is /m/ in summer mb is /m/ in thumb m is /m/ in milk mb is /m/ in thumb - mn is /m/ in autumn mm is /m/ in summer - mn is /m/ in autumn mb is /m/ in thumb the double m (mm) occurs m is always /m/, except in the after the short form of the m is always /m/, except in the rare mn- is /n/ in mnemonic vowel (e.g. mummy or rare mn- is /n/ in mnemonic hammer).

1 1** -mb mn- m is always /m/, except in the mb is /m/ in thumb rare mn- is /n/ in mnemonic m is /m/ in milk mm is /m/ in summer - mn is /m/ in autumn - mn is /m/ in autumn m is /m/ in milk m is always /m/, except in the mm is /m/ in summer rare mn- is /n/ in mnemonic mb is /m/ in thumb 2 1 1 n kn- -nn nn is /n/ in sunny n is /n/ in now kn is /n/ in know n is /n/ in now n is /ng/ in think n is /n/ in now kn is /n/ in know nn is /n/ in sunny nn is /n/ in sunny gn is /n/ in gnat kn is /n/ in know gn is /n/ in gnat gn is /n/ in gnat pn is /n/ in pneumonia the double n (nn) occurs after pn is /n/ in pneumonia the short form of the vowel mn is /m/ in autumn (e.g. funny). A word does not -mn is /m/ in autumn ng is /ng/ in sing end with nn -ng is /ng/ in sing gn- 1 pn- 1

gn is /n/ in gnat pn is /n/ in pneumonia n is /n/ in now n is /n/ in now nn is /n/ in sunny nn is /n/ in sunny kn is /n/ in know kn is /n/ in know pn is /n/ in pneumonia gn is /n/ in gnat

mn is /m/ in autumn mn is /m/ in autumn ng is /ng/ in sing ng is /ng/ in sing

1 1* 1 -ng p pp pp is /p/ in puppy p is /p/ in pie p is /p/ in pie pp is /p/ in puppy ng is always /ng/ as in sing

and in singing the double p (pp) occurs ph is /f/ in phone after the short form of the n is also /ng/ in think p is silent in pn- and pt- and vowel (e.g. puppy). A word ps- does not end with pp

1* 1 1 qu- r rr rr is /r/ in hurry qu- is /kw/ as in quick r is /r/ in rain r is /r/ in rain rr is /r/ in hurry wr is /r/ in write whereas, -que is /k/ as in wr is /r/ in write cheque rh is /r/ in rhyme the double r (rr) occurs after the short form of the vowel q is always accompanied by and does not create a the “u” and so “u” is not r is always /r/ and r appears controlled-r vowel (e.g. considered a vowel in this in controlled-r vowels as in far hurry). A word does not end case. with rr

1 1 rh wr

rh is /r/ in rhyme wr is /r/ in write r is /r/ in rain r is /r/ in rain rr is /r/ in hurry rr is /r/ in hurry wr is /r/ in write rh is /r/ in rhyme r is always /r/ and r appears in r is always /r/ and r appears in controlled-r vowels as in far controlled-r vowels as in far s 4 ps- 1 -ce 1 s is /s/ in snake s is /sh/ in sure s is /zh/ in casual s is /z/ in is ps is /s/ in psychiatry or -ce are /s/ in peace & pace sc is /s/ in scent psychiatrist -se is /s/ in mouse ss is /s/ in messy ps is /s/ in psychiatry C softens to /s/ when ss is /sh/ in pressure p is silent in pn- and pt- and followed by E, I or Y. -se is /z/ in choose ps- Otherwise, C c -ce are /s/ in cease & says /k/ peace sh 1 sch 1 shi 1

sh- is /sh/ in ship, share,

s is /sh/ in sugar ss is /sh/ in pressure ssi is /sh/ in mission sch- is /sh/ in shi- is /sh/ in sci- is /sh/ in conscience schnitzel (rare) fashion ti- is /sh/ in nation si- is /sh/ in confusion ci- is /sh/ in physician ch is /sh/ in chef

3 2 2 sc sci ss sc is /s/ in scent or scenery ss is /s/ in messy sc is /sh/ in fascism sci- is /s/ + long i in science ss is /sh/ in pressure sc is /s/ + /k/ in scare sci- is /sh/ in conscience s is /s/ in snake C softens to /s/ when s is /sh/ in sugar followed by E, I or Y. Otherwise, C says /k/

1 3 2* ssi si ci-

ssi is /sh/ in mission si- is /s/ + V in single /sing si is /sh/ in pension ci is /s/+V in citation or circle si is /zh/ in confusion ci is /sh/ in clinician ti- is /sh/ in nation si- is /sh/ in confusion ti- is /sh/ in nation ti- is /sh/ in nation ci- is /sh/ in physician si- is /sh/ in confusion si- is /sh/ in confusion ci- is /sh/ in physician ci- is /sh/ in physician 3 1 3 t -tt ti- t is /t/ in talk tt is /t/ in little ti- is /sh/ in nation t is /ch/ in future t is /t/ in talk ti- is /zh/ in equation t is /sh/ in initiate t is /ch/ in future ti- is /t/ + /long i/ in title -bt is /t/ in doubt t is /t/ in talk tt is /t/ in little the double t (tt) occurs after tt is /t/ in little ti- is /sh/ in nation the short form of the vowel si- is /sh/ in confusion ti- is /t/ + /long i/ in title (e.g. little). ci- is /sh/ in physician pt is /t/ in pterodactyl

1 1 2* pt- -bt th pt is /t/ in pterodactyl -bt is /t/ in doubt tt is /t/ in little th is /th/ in this, that, the tt is /t/ in little t is /t/ in talk t is /t/ in talk t is /ch/ in future th is always /th/, except in the t is /ch/ in future -bt is /t/ in doubt rare th is /t/ in thyme pt is /t/ in pterodactyl ti- is /sh/ in nation there are voiced/unvoiced ti- is /sh/ in nation ti- is /t/ + /long i/ in title forms ti- is /t/ + /long i/ in title of /th/

1 1 1* v -ve w

v is /v/ in van v is /v/ in van w is /w/ in water -ve is /v/ in have -ve is /v/ in have

f is /v/ in of f is /v/ in of (this is irregular) (this is irregular) wh are /w/ in whale wh is /hw/ in while English words do not end in English words do not end in wh is /h/ in whole “v”, which is why there is the “v”, which is why there is the wr is /r/ in write “ve” form “ve” form 1* 3** 1* wo x xi

wo is /w/+schwa in won x is /ks/ in fox or ox xi is /ks/+/sh/ in anxious o is /w+schwa/ in one x is /ks/+/sh/ in luxury yet w is /w/ in water x is /z/ in xylophone x is /ks/ in fox or ox (this is irregular) wh are /w/ in whale yet wh is /hw/ in while and x is /z/ in xylophone wh is /h/ in whole x is /ks/+/sh/ in luxury (this is irregular) wr is /r/ in write

1** 1** 2 y i z (as a consonant) z is /z/ in zoo (as a consonant) zz is /z/ in fuzzy i is /y/ as in onion, when a -ze is /z/ in snooze y is /y/ as in yellow when a consonant z is /zh/ in seizure consonant i is primarily a vowel, and y often appears in vowel infrequently makes the /y/ x is /z/ in xylophone sounds, which is presented in sound s is /z/ in is a separate card -se is /z/ in choose

1 1 2 -zz -ze -se zz is /z/ in fuzzy z is /z/ in zoo z is /z/ in zoo zz is /z/ in fuzzy -ze is /z/ in snooze -ze is /z/ in snooze -se is /s/ in moose or mouse

-se is /z/ in chose or choose or the double z (zz) occurs after x is /z/ in xylophone nose the short form of the vowel s is /z/ in is (e.g. buzz) as opposed to the -se is /z/ in choose long vowel (e.g. faze) Vowel Graphemes

The Literacy Bug | [email protected] | www.theliteracybug.com Letter Tiles: Vowels (1 of 2)

4 3 4 7 5 3 a e i o u y as a vowel as a vowel

3 1 2 1 2 1 a_e e_e i_e o_e u_e -ye

3 1 1 1 1 1 ai ay aw au al aigh

3** 3 1 1 1 3 augh ar are air ee ea

2 2 2 2** 1 4 ei ey eigh ew er ear

1 3 1 1 1 1 eer ie igh ir ier oa

1 2 4 1 5** 2 oe oo ou oul ough ow

The Literacy Bug | [email protected] | www.theliteracybug.com Letter Tiles: Vowels (2 of 2)

1 1 2 1 1 1 oy oi or ore oor oar

2 1 1 1 2 1 our ue ui -uy ur -ure

The Literacy Bug | [email protected] | www.theliteracybug.com a 4 ae 1 aer a is /short a/ in cat a is /long a/ in a_e in mate a is /long a/ in paper ae is /short a/ in aesthetic are is /air/ as in aerial or a is /aw/ in father aeroplane a is schwa in alone nb: are is /air/ as in aerial or aeroplane ae is /short a/ in aesthetic a vowel says its name (long form) at the end of a syllable as in paper.

3** 3** 1 a_e ai aigh

ai is commonly a_e is /long a/ in mate /long a/ in rain aigh is commonly a_e is /short a/ in have /long a/ in straight a_e is /air/ in care irregular cases ai is /short a/ in plaid ai is /short e/ in said

1 1 1 ay aw al

ay is commonly aw is /aw/ in law al is /aw/ in walk /long a/ in day

a is /aw/ in father a is /aw/ in father ay usually makes the /long a/ au is /aw/ in fraud au is /aw/ in fraud sound at the end of a base al is /aw/ in walk aw is /aw/ in law words as in the compound ough is /aw/ in ought ough is /aw/ in ought word augh is /aw/ in taught augh is /aw/ in taught payday 1 3** 3** au augh ar

au is /aw/ in fraud ar is /ar/ in car augh is /aw/ in taught a is /aw/ in father ar is /er/ in dollar al is /aw/ in walk augh is /short a/ + /f/ in laugh aw is /aw/ in law ar is /air/ in area ough is /aw/ in ought augh is /aw/ + /f/ in laugh augh is /aw/ in taught air 1 are 2

air is /air/ as in chair are is /air/ in care are is /ar/ in are whereas, ai is commonly /long a/ in rain air is /air/ in chair are is /air/ in pare irregular cases eir is /air/ in heir ai is /short a/ in plaid err is /air/ in error ai is /short e/ in said

3 1 3 e ee ea

e is /short e/ in bed ee is /long e/ in meet e is /long e/ in she e is /schwa/ in jacket ea is /long a/ in steak e is /long e/ in she ea is /short e/ in bread e_e is /long e/ in eve ea is /long e/ in seat ea is /long e/ in each a vowel says its name (long ei is /long e/ in receive form) at the end of a syllable ie is /long e/ in believe as in she. i_e is /long e/ in petite e_e 1 ei 2 ey 2

e-e is /long e/ in eve ei is /long a/ in vein ey is /long e/ in key ei /long e/ in receive e is /long e/ in she ey is /long a/ in they ea is /long e/ in each ei is /long e/ in receive ie is /long e/ in believe i_e is /long e/ in petite

2 2 2** eigh eau ew ew is /long u/ in few eau is /long u/ in beauty ew is /long oo/ in new eigh is /long a/ in eight eau /long o/ in bureau eigh is /long i/ in height the two sounds - /long u/ & /long oo/ - sound near identical if not exactly the same

1 4 1 er ear eir er is /er/ in father

eir is /air/ in heir ear is /ear/ in fear ar is /er/ in dollar ear is /air/ in tear ur is /er/ in blur ear is /ar/ in heart ir is /er/ in girl are is /air/ in care ear is /er/ in learn or is /er/ in work air is /air/ in chair ear is /er/ in learn are is /air/ in pare yr is /er/ in syrup err is /air/ in error 1 1 eer err

eer is /ear/ in peer err is /air/ in error

ear is /ear/ in fear are is /air/ in care ier is /ear/ in tier air is /air/ in chair are is /air/ in pare eir is /air/ in heir i 4 i_e 2** ie 3 i is /y/ in onion i_e is /long i/ in bite i_e is /long e/ in petite ie is /short e/ in friend i is // in fin ie /long e/ in believe i is /long i/ in find i is /long i/ in bicycle ie /long i/ in pie i is /long i/ in bicycle ie is /long i/ in fiesty i is /long e/ in variation igh is /long i/ in high i is /schwa/ in pencil eigh /long i/ in height y is /long i/ in my uy is /long i/ in buy

1 1 1 igh ir ier ir is /er/ in girl igh is /long i/ in high ier is /ear/ in tier er is /er/ in father i_e is /long i/ in bite ar is /er/ in dollar ear is /ear/ in fear i is /long i/ in bicycle ur is /er/ in blur eer is /ear/ in peer ie is /long i/ in fiesty or is /er/ in work eigh /long i/ in height ear is /er/ in learn y is /long i/ in my yr is /er/ in syrup uy is /long i/ in buy o 7 o_e 1 oa 1 o is /short o/ in dog o is /long o/ in veto o is /short oo/ in woman o-e is /long o/ in note oa is /long o/ in boat o is /long oo/ in do o is /aw/ in on oar is /or/ in soar o is schwa in gallop o is /long o/ in most & veto o is /w+schwa/ in one oa is /long o/ in boat o is /long o/ in most & veto /short o/ and /aw/ are similar oe is /long o/ in toe o-e is /long o/ in note ou is /long o/ in soul oe is /long o/ in toe vowel says its name (long ow is /long o/ in bow ou is /long o/ in soul form) at the end of a syllable ough /long 0/ though ow is /long o/ in bow as in veto.

oe 1 oo 2 oul 1

oe is /long o/ in toe oul is /short oo/ in would oo /short oo/ in cook o is /long o/ in most & veto oo /long oo/ in boot o-e is /long o/ in note ou is /long o/ in soul oa is /long o/ in boat ou is /long oo/ in soup ou is /long o/ in soul ou is /short u/ in touch ow is /long o/ in bow ou is /ow/ in out ough /long 0/ though

5 2 4 ough ow ou

ough /long o/ though ou is /long o/ in soul ough /long oo/ through ow is /long o/ in grow ou is /long oo/ in soup ough is /aw/ in fought ou is /short u/ in touch ough /ow/ in drought ow is /ow/ in cow ou is /ow/ in out

ough is /short u/ + /f/ in tough oul /short oo/ would 1 1 1 oy oi oor

oor is /or/ in door

oy is /oi/ in boy oi is /oi/ in soil or is /or/ in for our is /or/ in four oi is /oi/ in soil oy is /oi/ in boy oar is /or/ in soar ore is /or/ in more for is /or/ in door

2 1 1 or ore oar

or is /or/ in for ore is /or/ in more oar is /or/ in soar or is /er/ in work

our is /or/ in four or is /or/ in for or is /or/ in for oar is /or/ in soar our is /or/ in four our is /or/ in four ore is /or/ in more oar is /or/ in soar ore is /or/ in core for is /or/ in door

2 our

our is /or/ in four our is /ow/ + r in hour

our is /or/ in four oar is /or/ in soar ore is /or/ in more 5 2 1 u u_e ue

ue is /long oo/ in blue u is /short u/ in tub u is /long u/ in pupil u-e is /long u/ in mule u is /short oo/ in put the two sounds - /long u/ & u is /long oo/ in super u-e /short oo/ in flute /long oo/ - sound near u is /schwa/ in circus identical if not exactly the same ui 1 -uy 1 ur 2 ui is /long u/ or ur is /er/ in turn /long oo/ in suit and fruit ur is /yur/ in Uranus -uy is /long i/ in buy er is /er/ in father ar is /er/ in dollar the two sounds - /long u/ & ur is /er/ in blur y is also /long i/ in my /long oo/ - sound near ir is /er/ in girl -ye is also /long i/ in bye or rye identical if not exactly the or is /er/ in work same ear is /er/ in learn yr is /er/ in syrup

1 -ure

-ure is /yur/ in pure, sure and cure

The phoneme could be /long u/ + /r/, but there seems to be a unique /y/ and controlled-r blend y 4 -ye 1 yr 1 yr is /er/ in syrup y is /y/ in yellow

y is /long e/ in funny -ye is /long i/ in bye or rye er is /er/ in father y is /short i/ in myth ar is /er/ in dollar y is /long i/ in my ir is /er/ in girl y is also /long i/ in my ur is /er/ in blur or is /er/ in work -uy is /long i/ in buy ear is /er/ in learn -ye is also /long i/ in bye or rye

1 your

your is /yur/ in your and you’re

The phoneme could be /long u/ + /r/, but there seems to be a unique /y/ and controlled-r blend Further Resources

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Teacher(s): Learner(s): Ages:

Date Graphemes Explored Words Explored How/Where Explored? Comment on Learning

At the end of the cycle, the following graphemes have been explored and mastered:

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