TR&W Issue 20

36 | www.teachwire.net Emma Spiers is an author, early literacy consultant and trainer. the basic alphabetic code. A thorough understanding of when different spelling rules are applied is essential. For example: • igh commonly can be found in the middle of words (bright) • ie is frequently found at the end of one-syllable words (pie) • i-e (the split digraph) is represented in the middle of words that end with the spoken sounds k,m, d, p, l (bike, time, ride, stripe, while) • i is usually used on its own when preceded or followed by two consonants (kind, wild) • y is mostly used at the end of one-syllable words, preceded by two consonants (try) Providing a child-friendly explanation at the point of teaching is critical to learning the complex alphabetic code, so words used to exemplify the rule should be carefully selected ( tinyurl.com/ tp-PhonicsExplainers ). The English language is full of exceptions. It’s essential to introduce these only once a rule has been established ( tinyurl.com/ tp-PhonicsRules ). The complex code in Phase 5 can be overwhelming, and it’s vital to teach each rule step by step. As part of the teaching process, children should be taught to hear, say and form the new element of the alphabetic code alongside the new spelling rule. This helps with memory retention. Practising vocabulary The Phase 5 words that children practise reading and spelling include the newly introduced part of the alphabetic code, plus contrasting alternatives. For example, in a lesson where children have been learning that ‘ y ’ at the end of a one-syllable word, preceded by two consonants, makes the ‘ igh ’ sound, words used for reading and spelling might include: sky, try, fly, spy and dry. These may be contrasted with other one-syllable words ending in ‘ ie ’ at the end of words only preceded by one consonant. These words could include: die, pie, lie, tie. This not only maximises the opportunity for children to read and spell many words, including new and prior learning, but also embeds spelling rules in context. Applying Phase 5 phonics This part of a phonics teaching sequence is completed at sentence level. It’s arguably the most crucial part of the teaching sequence, helping children move beyond single sounds and words to reading and writing full sentences. For example, if ‘ y ’ and ‘ ie ’ were the focus of the practice part of the teaching Phase 5 phonics at a glance l Secure the basic alphabetic code, including blending and segmenting, before beginning Phase 5 phonics. l Know the general rules for how different spelling patterns are applied and how alternative spellings affect sound pronunciation in words. l Ensure children understand the rules for applying a typical spelling pattern before introducing words that illustrate exceptions. l Follow a four-part teaching sequence to securely embed new learning, or deploy a validated phonics programme with a good level of consistency. l Phase 5 phonics games should be interactive and engaging to build memory of the complex alphabetic code. There should also be plenty of opportunities to build on blending and segmenting skills too. sequence, a sentence to read or write should apply words that embed the rule taught and practised, e.g. I lie on the grass to look up at the sky. This part of the teaching sequence requires significant adult modelling and is not an assessment opportunity. Children need lots of repetition at this stage, so sentences may need to be introduced one word at a time. Reading and rereading sentences several times ensures that overlearning takes place. This improves reading and writing fluency over time. The objective of the ‘apply’ part of the teaching sequence is to equip children to apply the new learning in broader reading and writing opportunities. Phonics games The complex alphabetic code introduced in this phase contains a lot of information for children to remember. Therefore, engagement must be optimised, and memory-building skills practised during daily delivery. Phase 5 phonics games, where children are challenged to recall missing letters in words or missing words in sentences, help build rapid memory recall. Games, including the misapplication or sorting of alternative spellings are also helpful. These reinforce spelling patterns by encouraging children to look more closely and improve reasoning around Phase 5 concepts. Games in which the reading or spelling of words is a ‘race against the clock’ are ideally placed to build reading and spelling automaticity. Visit tinyurl.com/ tp-Phase5 to download some free activities. @learningladyuk learninglady.co.uk DOWNLOAD RESOURCES AT plazoom.com/ collections/ phonics-resources You can find more phonics resources, including word mats, flashcards and games and comprehension worksheets at Plazoom.