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The 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 . The would-be architects of writing systems had to develop something that we now consider an ordinary, teachable aspect of learning to read: . (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. Writing in the phonological way of thinking coevolved over a long period. (Seidenberg, 2017, p. 49)

Seidenberg, M. (2017). at the speed of sight: how we read, why so many can’t, and what can be done about it. New York: Basic Books.

Language

Phonemic Awareness

Phonemic Knowledge /s/ /p/ /oo/ /n/

Alphabetics / s p oo n

Word spoon Automatic Construction Recognition

The Literacy Bug | [email protected] | www.theliteracybug.com Development letters and letters Introducing Introducing /T/ Isolating phonemes individual wordsSegment w/2 –3 phonemes (no blends) = 6 yrs old wordsSegment w/ 3–4 phonemes (w/ blends) = 6.5 yrs old phoneme in wordsSubstitute (no blends) = 6.5 yrs old Sound and deletion (initial final positions) = 7 yrs old Sound position, deletioninclude (initial blends) = 8 yrs old Sound deletion (medial & final blend positions) = 9 yrs old /A/ Detecting initialDetecting and final sounds syllables Awareness of Awareness /K/ Noticing & Noticing remembering phonemes separate in a series = 5.5 yrs old Blending onset and rime = 5.5 yrs old Producing a rhyme = 5.5 yrs old sounds;Matching initial sound an initial isolating = 5.5 yrs old Compound word deletion = 6 yrs old deletion = 6 yrs old Blending ofand two three phonemes = 6 yrs old The Seven Steps to Phonemic Awareness Are Phonemic to The Steps Seven in sentences Isolating words development ofdevelopment oral language skills, precursor. including skills is an inherent Refer to Vocabulary/LanguageRefer Development for a child’sof development familiar will which available be words for analysis. (Ages when 80–90 % of typical students achieved a phonological skill. http://www.readingrockets.org/article/development-phonological-skills) phonological a achieved students typical of (Ages 80–90 % when rhyme Detecting Detecting : phonemic knowledge is the exact knowledge of the 45 possible phonemes (give or taketoaddition, of one two). In knowledge 45 possible phonemes exact the the is the : phonemic knowledge CAT The Crux of Phonemic Awarenes Please note PA MILESTONESPA To be able to detect the sounds within words, and hold to . within words, this in working memoryas to matching longbegin sounds enough To sounds the able be to detect Listening Awareness of rhyme emerges = 24 - 30 mths produce to Ability rhyme emerges = 30 - 36 mths and imitation Rote enjoyment of rhyme = 4 yrs old and alliteration Rhyme recognition, odd word = 5 yrs old out Recognition of phonemic changes in words = 5 yrs old syllables = 5 yrs old counting Clapping, segment words to Ability phonemes into = 5 - 7 yrs old begins

The Literacy Bug | [email protected] | www.theliteracybug.com Phoneme Map t er l i d t mn d e nd is an at mb e ea ow yme is /t/ umb mm ie th ou th m ough th c co (i) fr br penc th th except autu su dr d (irregular) e ai s breathy sound. th in /m/ more like an /uh/ or /eh/ /th/ (94% of time spelled w/ “m”) (91% of time spelled w/ “e”) not really a single sound. It is (56% of time spelled w/ “ou”) - - schwa (100% of time spelled w/ “th”) /ow/ e t t ew per e p is /d/ eigh o n u pe ey t is /f/ u a ou aigh t, n ed ed e bt k, per. le ll le , s lf a ui n, d tt ree ion , s fa itt ea l t or t li l n, th dou jack per, except except erodactyl , s oo jump ue (e) ei n, str in p a a s st e ew ough t p pt bl f ai lf in ca r u /l/ breathy sound. ay, thr /t/ fl oo d -ed in mov more like an /uh/ or /eh/ (91% of time spelled w/ “l”) a says its name (long the /long oo/ sound is quite (97% of time spelled w/ “t”) (45% of time spelled w/ “a”) not really a single sound. It is (38% of time spelled w/ “oo”) schwa - - schwa similar to the /long u/ sound in form) at the end of a syllable as d e ai on, ti at ime, c g , ck que , re s d p k ge ual, equa t t u o gh s u a man a - vu oo j oul lone c d (rare) p ite, ba o au c a l circ gall w says /k/ except ai w de k ord, che a sthetic (rare) pl short sound on, ca e, /k/ ae breathy sound. ure, , bei k si oo vowel that says its z a c is used only after a single (a, o, u) sei by E, I or Y. Otherwise, C more like an /uh/ or /eh/ /zh/ (73% of time spelled w/ “c”) (49% of time spelled w/ “si”) confu (96% of time spelled w/ “a”) (24% of time spelled w/ “a”) -ck not really a single sound. It is (31% of time spelled w/ “oo”) C softens to /s/ when followed schwa - - schwa ai is normally /long a/ as in p on, ty iate, on, ism c si ssi sc eau , b o ef e y e ew se ze pil. ch ure, mi ff g an, appre u s ence, pen ar oo zz i ier dge eer , f j nitzel, fa ear ss n or d t ira z ci f p ca e fu oe, fu g snoo sci choo n says /g/ in p ylophone u oo u sch x sh s /j/ /z/ on, pre iate, pil, t t on, physi u shi /sh/ ti by E, I or Y. Otherwise, G p ugar, con ini the /long u/ sound is quite fa a vowel says its name (long /ear/ (23% of time spelled w/ “z”) (69% of time spelled w/ “u”) (88% of time spelled w/ “g”) s (26% of time spelled w/ “sh”) na G softens to /j/ when followed form) at the end of a syllable as similar to the /long oo / sound in ce y eiling c ss ien g ial or ch ole on sc ot air i ce u eir ear are , b h ellow f t ni ou err ch wh on aer t y says /k/ u se un, me /hw/ sound. s ychiatry, hou /s/ /y/ /h/ and long a sounds. /air/ by E, I or Y. Otherwise, C (98% of time spelled w/ “h”) (73% of time spelled w/ “s”) (42% of time spelled w/ “y”) (86% of time spelled w/ “u”) the “h” is often silent in “th” or when “wh” makes the “y” often serves a vowel and part of another like C softens to /s/ when followed such a phonogram as “gh” or is makes the short i, long e , eau anus t ure t l st . , bur oa o le , p o ou y ear x ide ost ous ite ury rr ylophone is /z/ , b gg un ame yme i x , m , s xi ure fo , h r x e g gu gh ough wr g o hu lu n rh says /g/ in vet ar , s an oe o o you’re, Ur t c vet , b , th -x in ure /r/ c ow /g/ /ks/ your /ar/ gr by E, I or Y. Otherwise, G (88% of time spelled w/ “g”) a vowel says its name (long (97% of time spelled w/ “r”) (73% of time spelled w/ “o”) except /yur/ (89% of time spelled w/ “ar”) G softens to /j/ when followed (100% of time spelled w/ “x”) form) at the end of a syllable as /ks/+/sh/ or e aw

is /k/ gh lf ff n que g gh ick ne o ore or ther nce oar f our or tou nderful o d f wo a s o m qu lau f one, ca except o gh ood, stu wo f ph lau /f/ is often silent in vowel -que in che /or/ hits an irregular phoneme -gh constructs like eigh, augh, (78% of time spelled w “f”) to the /aw/ sound in l In “one” the /w/ sound is not /kw/ /w /w / (100% of time spelled w/ “qu”) represented by a letter, making ough, except for occasions like the short o sound is quite similar t is /t/ y . y ed y eigh igh k n e ed cycle l n er ar i ile up ole is /h/ ie ale is /w/ og dd ir pp , m or p ur i d g , h yr t ear w l , b da wh s doll except ha wh fath mov uy wh in sh except ie e sty, h b t p i ei b “pt” and “pn” f wh in -ed in jump wh in /d/ /p/ /er/ (98% of time spelled w “d”) a vowel says its name (long (96% of time spelled w/ “p”) (40% of time spelled w/ “er”) (37% of time spelled w/ “i_e”) /hw/ (100% of time spelled w/ “wh”) form) at the end of a syllable as relatively rare phonograms “ps”, “p” appear as a in the g o ure t t , fu t k k th ng t n ud i i ale ef is /sh/ ord is /k/ n y al tch ther ng s a ater aw o i l a augh w m fr ng si ough name ch f thi ch w wh f except fr si air, ca ch in ch in ch is used only after a single /w/ vowel that does not say its (66% of time spelled w/ “i”) /ch/ to the /short o/ sound in d (92% of time spelled w/ “w”) (41% of time spelled w/ “n”) /ng/ (55% of time spelled w/ “ch”) the /aw/ sound is quite similar -tch /aw/ “w” is a silent in the word “write” ey e t i y ve, k e is /t/ is /m/ ei . ly y e l bt at ot o ve mb ed oy an oi utan , sh bb nn n , rec s v f, funn b b emonic u kn gn ha fu e eumonia ee in sh except b Bh ie v e ation, pet - (irregular) tr i e mn f pn ch o t, bt in dou var mb in nu /v/ /n/ /b/ ea m /oy/ a vowel says its name (long (70% of time spelled w/ “e”) (97% of time spelled w/ “n”) (62% of time spelled w/ “oi”) (97% of time spelled w/ “b”) (99.5% spelled w/ “v” or “ve”) form) at the end of a syllable as

The Literacy Bug | [email protected] | www.theliteracybug.com Phoneme-Letter Probabilities (1 of 2) % 94% 92% 91% 88% 78% 73% 73% 66% 64% 59% 55% 55% 53% 49% /hw/) and “ph”) in “think”) /n/ and /ng/) the /s/ sound) in other ways) 17% of the time) ” (even though “t” can ” (even though the /z/ ” (even though “n” is /ng/ s ” (but /s/ is made by “c” ” (which is probably the ” (must discriminate from ” (must discriminate from ” (but the “c” also makes is /j/ 100% of the time) i “ ch s ” (but also spelled will “ll”) ” (even though represented ” (but also spelled will “gh” ” (even though the letter “j” ” (is most common, though “ ” (but also spelled will “gh” c l “ w also make the /ch/ sound) “ m f ng biggest surprise on the list) “ g “ g ti “ si “ “sh” is quickest association) and “g” also make /j/ sound) “ Most likely “ sound is associated with “z”) “ “ “ “ /l/ /j/ /f/ /z/ /s/ /y/ /k/ /g/ /w/ /m/ /zh/ /sh/ /ch/ /ng/ Phoneme % 98% 98% 97% 97% 97% 97% 96% 100% 100% 100% 100% 99.5% /b/) forms) d/ and /p/) /d/ and /b/) sound rarely) /m/ and /ng/) the /z/ sound) ” as in while (must wh ” (nb: voiced & unvoiced ” (but “qu” make the /k/ make the “ch” sound) discriminate from /w/) ” (common words make ” (but “x” can also make “ ” (must discriminate from ” (must discriminate from ” (must discriminate from ” (except in “of” when the the /r/ with “wr” or “rh”) many phonics patterns) ” (but the letter appears in r ” (even though the “t” can q ” (must discriminate from / “f” makes the /v/ sound) x n d p th “ t v “ “ h b “ “ “ “ “ “ “ Most likely grapheme “ /t/ /r/ /v/ /h/ /n/ /d/ /b/ /p/ /th/ /ks/ /kw/ /hw/ Patterns Phoneme

The Literacy Bug | [email protected] | www.theliteracybug.com Phoneme-Letter Probabilities (2 of 2) % —% —% —% —% —% —% 45% 38% 37% ce of ffi as in “i” “cake”) as in fire and as in boot, represented a, e, i, o, u find, also by ie, y, igh ” (and a_e at 35% as in not stated in research study not stated in research study not stated in research study not stated in research study not stated in research study by u, o, ou, u_e, ew, ue a “ equally represented by the “i_e” Most likely grapheme “oo” /er/ /ar/ /air/ /yur/ /ear/ schwa /long i/ /long a/ /long oo/ Phoneme The percentages provided are based on the number of times each sound-spelling appeared in the 17,000 most frequently used words (Hanna et al., 1966). These included multisyllabic words. Hanna, P. R., R. E. Hodges, J. L. Hanna, and H. Rudolph. 1966. Phoneme-Grapheme Correspondences as Cues to Spelling Improvement. Washington, DC: U.S. O Education. % 96% 91% 89% 86% 79% 73% 70% 69% 66% 62% 56% 54% in look at 31% ” as in “loud” with “ow” ” (long vowels could be ” (long vowels could be ” (long vowels could be ” as in “boil” with “oy” ” (as in cat … with regular e u o ” (as in pen … with regular ” (as in dug … with regular ” (as in dog … with regular ” (the /short i/ can also be ” (as in father … with more as in “cow” making 29% ou ” as in “put” well “oo” i “ “ “ oi a CVC pattern predictability) CVC pattern predictability) CVC pattern predictability) CVC pattern predictability) CVC pattern e u o a “ diversity than short vowels) spelled with more diversity) spelled with more diversity) spelled with more diversity) “ “ “ u Most likely grapheme “ “ “ “ spelled with “y” as in “myth”) in “boy” making another 32% “ Vowel Patterns /oi/ /aw/ /ow/ /long e/ /long u/ /long o/ /short i/ /short a/ /short e/ /short u/ /short o/ Phoneme /short oo/

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 & 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 grammar 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 punctuation - 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 eau 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 vocabulary 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 phonemic awareness : [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 Phonics/Spelling Instruction Emergent (Print Concept and on (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, homophones 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 xi 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

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

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https://youtu.be/8DVPbK0HSyY

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

The Key Sounds of English 44 phonemes and 4 blends https://youtu.be/xiqUVnXExTQ

The Standard Sounds of English Including guides https://youtu.be/JZ5W17SWo64

Phonemes are sounds AND articulatory gestures https://www.spelfabet.com.au/2018/05/phonemes-are- sounds-and-articulatory-gestures/

Becoming a Sound Scientist Exploring how sounds are produced https://youtu.be/p8d1eEhH8NI

Phonemic Awareness in the ELLI Classroom Using Elkonin Boxes as a Scaffold https://youtu.be/PpHiXXyPzm4

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

The Literacy Bug | [email protected] | www.theliteracybug.com Phonemes Tiles: Consonants

3 3 3 5 4 2 /b/ /ch/ /d/ /f/ /g/ /h/

4 5 3 4 6 2 /j/ /k/ /l/ /m/ /n/ /ng/

2 1 4 7 14 7 /p/ /kw/ /r/ /s/ /sh/ /zh/

6 1 3 2 1 2 /t/ /th/ /v/ /w/ /hw/ /wǝ/

1 2 6 /ks/ /y/ /z/

The Literacy Bug | [email protected] | www.theliteracybug.com 3 3 3 /b/ /ch/ /d/ (55% of time spelled w/ “ch”) (97% of time spelled w/ “b”) (98% of time spelled w “d”) chair, catch bed future dog bubbly -tch is used only after a single daddy Bhutan vowel that does not say its moved name except except bt in doubt is /t/ except -ed in jumped is /t/ mb in numb is /m/ ch in chef is /sh/ ch in chord is /k/

5 4 2 /f/ /g/ /h/ (78% of time spelled w “f”) (88% of time spelled w/ “g”) (98% of time spelled w/ “h”) food, stuff game hot , calf giggle whole laugh ghost guide the letter “h” is often silent in -gh is often silent in vowel such a phonogram as “gh” or constructs like eigh, augh, G softens to /j/ when followed is part of another phonogram ough, except for occasions by E, I or Y. Otherwise, G like “th” or when “wh” makes like laugh or tough says /g/ the /hw/ sound.

4 5 3 /j/ /k/ /l/ (73% of time spelled w/ “c”) (88% of time spelled w/ “g”) (91% of time spelled w/ “l”) cake, kite, back, cat jar chord, cheque lion giraffe fall cage C softens to /s/ when little fudge followed by E, I or Y. Otherwise, C says /k/ except G softens to /j/ when followed -ck is used only after a single lf in calf is /f/ by E, I or Y. Otherwise, G vowel that says its says /g/ short sound 4 6 2 /m/ /n/ /ng/ (41% of time spelled w/ “n”) (94% of time spelled w/ “m”) (97% of time spelled w/ “n”)

man no summer funny sing autumn knot singing comb gnat pneumonia think mnemonic

2 1 4 /p/ /kw/ /r/ (96% of time spelled w/ “p”) (100% of time spelled w/ “qu”) (97% of time spelled w/ “r”)

pie run happy quick hurry rhyme write “p” appear as a silent letter in the relatively rare phonograms except “ps”, “pt” and “pn” -que in cheque is /k/

7 14 7 /s/ /sh/ /zh/ (73% of time spelled w/ “s”) (26% of time spelled w/ “sh”) (49% of time spelled w/ “si”) sun, messy house, science psychiatry, ceiling shoe, chef confusion, , casual nice sugar, conscience, pension, fashion, pressure, mission, visual, beige regime, deja - vu C softens to /s/ when nation, physician, appreciate, equation, seizure followed by E, I or Y. initiate, schnitzel, fascism Otherwise, C says /k/ 6 1 3 /t/ /th/ /v/ (97% of time spelled w/ “t”) (100% of time spelled w/ “th”) (99.5% spelled w/ “v” or “ve”) tree the little this van jumped that have pterodactyl thumb doubt of - (irregular) thyme except except th in thyme is /t/ -ed in moved is /d/

2 1 2 /w/ /hw/ /w /e (92% of time spelled w/ “w”) (100% of time spelled w/ “wh”) one once won water while wonderful whale In “one” the /w/ sound is not except represented by a letter, “w” is a silent in the word wh in whole is /h/ making hits an irregular “write” wh in whale is /w/ phoneme

1 2 2 /ks/ /ks/+ /y/ (100% of time spelled w/ “x”) /sh/ (42% of time spelled w/ “y”) fox yellow (rare) onion

except anxious “y” often serves a vowel and x in xylophone is /z/ luxury makes the short i, long i, long e and long a sounds. 6 /z/ (23% of time spelled w/ “z”)

zoo fuzzy snooze is choose xylophone Vowel Phonemes

The Literacy Bug | [email protected] | www.theliteracybug.com Phonemes Tiles: Vowels

4 9 4 10 2 8 /a/ /a/ /e/ /e/ / i / / i /

1 7 2 3 4 9 /o/ /o/ /u/ /u/ /oo/ /oo/

3 2 7 7 4 2 /ow/ /oy/ /aw/ /er/ /or/ /ar/

3 5 3 5 /yur/ /air/ /ear/ / ǝ /

The Literacy Bug | [email protected] | www.theliteracybug.com 4** 9 4 a a e (96% of time spelled w/ “a”) (45% of time spelled w/ “a”) (91% of time spelled w/ “e”) cat paper, ape laugh rain, straight bed aesthetic (rare) day, steak, eight bread plaid (rare) vein, they friend said (irregular) except a vowel says its name (long ai is normally /long a/ as in form) at the end of a syllable paid as in paper.

10 2 8 e i i (70% of time spelled w/ “e”) (37% of time spelled w/ “i_e”) (66% of time spelled w/ “i”) tree, she bite, bicycle meat, eve, receive, key pie, high variation, petite feisty, height chief, funny sit buy, my myth a vowel says its name (long a vowel says its name (long form) at the end of a syllable form) at the end of a syllable as in she. as in she.

1 7 2 o o u (73% of time spelled w/ “o”) (86% of time spelled w/ “u”) veto, most dog bone, boat toe, soul bug grow, though, bureau the short o sound is quite touch similar to the /aw/ sound in a vowel says its name (long law or father form) at the end of a syllable as in veto. 3 4 9 u oo /aw/ oo (69% of time spelled w/ “u”) (38% of time spelled w/ “oo”) (31% of time spelled w/ “oo”) pupil, tune, few, beauty soon, do blue, soup a vowel says its name (long cook through, super form) at the end of a syllable put flute, suit, new as in pupil. would woman the /long oo/ sound is quite the /long u/ sound is quite similar to the /long u/ sound in similar to the /long oo / sound few or tune in soon or do

3 2 7 /ow/ /oy/ /er/ (56% of time spelled w/ “ou”) (62% of time spelled w/ “oi”) (40% of time spelled w/ “er”)

father learn cow boy dollar out soil girl drought work turn syrup

4 2 5 /or/ /ar/ /air/ (89% of time spelled w/ “ar”) chair fare for heir more car aerial soar heart tear four error 3 e 3 7 schwa /ear/ (a, o, u) /aw/ father (24% of time spelled w/ “a”) law walk fear not really a single sound. It is fraud peer more like an /uh/ or /eh/ fraught tier breathy sound. on fought alone gallop the /aw/ sound is quite similar circus to the /short o/ sound in dog

1 1 3

e schwa schwa e (e) (i) /yur/

cure not really a single sound. It is not really a single sound. It is your more like an /uh/ or /eh/ more like an /uh/ or /eh/ (you’re) breathy sound. breathy sound. Uranus

jacket pencil The phoneme could be /long u/ + /r/, but there seems to be a unique /y/ and controlled-r blend. Record Keeping

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

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

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

At the end of the cycle, the following sounds (phonemes) have been explored and mastered:

/b/ /ch/ /d/ /f/ /g/ /h/ /j/ /k /l/ /m/ /n/ /p/ /kw/ /r/ /s/ /sh/ /zh/ /t/ /th/ /v/ /w/ /hw/

/wę/ /ks/ /y/ /z/ /a/ /a/ /e/ /e/ / i / / i / /o/ /o/ /u/ /u/ /oo/ /oo/ /ow/ /oy/ /aw/ /ar/ /er/ /or/

/air/ /ear/ /yur/ /e/ Further Comments:

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