Wraparound Phonics - HIGHLAND LITERACY
Wraparound PhonicsWraparound Phonics Page 1
ContentsTeaching PhonicsPage 3The Spelling WrapPage 5Phonic ProgressionPage 7Phonic word listsPage 15Precision TeachingPage 18Phonic Word ListsPage 26Phoneme/Grapheme ChartsPage 59Wraparound Phonics Page 2
Teaching PhonicsThis shows a development structure in phonics. It is important when teachingphonics, we teach the children the code for the phoneme (what we hear) and how itcan be represented by a grapheme (how we write the sounds).Encoding - spellingPhoneme/grapheme codeS, a, t, pListen to the spoken word:patStretch it: p – a – tCount the sounds: 3Match each sound to aletter: patDecoding - readingLook at the written word:patSound out each letter.Look for ‘special friends’.These are two or moreletters which togethermake the one sound.When a child has learnt the first three notes onthe recorder, we wouldn’t expect them to play apiece of music containing many notes anddifferent timings.We should, therefore work in a similar way whenteaching spelling and reading. We give ourpupils the opportunity to work with the phonemes and graphemes that they havealready learnt.The rate in which you work with the pupils, must be set by them, but we must alwayskeep a measure of urgency.As you teach, make provision for the following steps in the learning eralisationAdaption-initial learningpracticing new skill knowledge over following weeksmaintaining skill and knowledge over following yearsusing skill or knowledge in different contextsusing the skill or knowledge to solve and unrelatedproblemOften learning is lost over the years if it is not maintained. E.g. Children learn theletter sounds in Primary 1 then think that it is ‘grown up’ to use letter names. TheyWraparound Phonics Page 3
then don’t maintain the instant ability to recall the letter sounds for decoding andencoding. This can create reading and spelling difficulties.Lesson PlanIntroductionSet the objectives and discuss the criteria for successRevisit and reviewPractise previously learned lettersPractise oral blending and segmentationTeachTeach a new letter or lettersTeach blending and/or segmentation with lettersTeach tricky words (in the early stages)PractisePractise reading and/or spelling words with the new letterApplyRead a caption or a decodable readerWrite a caption or sentenceAssessCheck the learning against the criteria set in the introductionCommon wordsall are as at be but can came for had have him hismy new no not on one said she so they two wewhen with youWraparound Phonics Page 4
We’re going to Hear it and say it!chatStretch it and count it!ch-a-t (3 sounds)Write it and mean it!chatAnd put it in a sentence.Because we’re spelling!Wraparound Phonics Page 5
What a web!It is important to link in phonic development with reading, spelling and writing.Although each will be taught as discrete lessons, they must also be used to back upand reinforce each other. When children see the links, and know how to transfer theknowledge for phonics to both reading and spelling, then their learning will be moresecure.This pack provides a step by step structure for teaching phonics linking spelling andreading.Important Elements on the learning process Teaching phonics must begin as an auditory activity, If they can’t hear andidentify the sound, it is going to be difficult for them to link the sound(phoneme) to the written form (grapheme). Make this a multisensoryexperience. Sound, actions, visuals and link it to something they are familiarwith.Ensure that your pupils are always actively involved with small challenges andhave the opportunity to use the phonic code for both spelling and reading fromthe beginning.Give opportunity for practicing their new skills to automaticity and then tomaintain them.Use as many different ways of providing this practice: magnetic letters,clapping rhythms, stretching words, counting sounds, writing and checking,peer, paired reading activities, whole class shared reading, games .As soon as they know some sounds, show them how they can build up wordswith them.Keep the pace as fast moving as you can, but not too fast that new knowledgecan’t be embedded and retained.Practice writing and reading the same words, but remember to use encodingstrategies for spelling and decoding strategies for reading.Spelling - EncodingReading - DecodingSay the word (don’t look at it yet)Stretch the word ch – i – ck – e – nCount the number of sounds chicken 5Match a letter or letters to each soundLook at the word shapingTry to identify special friends (two ormore letters together making one sound)shapingSound out the word using these specialfriend soundsIf the word doesn’t sound right, could oneletter be sounded a different way?shapingWraparound Phonics Page 6
Phonic progression for spelling and readingStage One Letters and sounds phase 1 resourcesBuild up phonological awarenessSee highland council Phonological awarenessStage TwoStage two introduces 19 letters of the alphabet and one sound for each, blending soundstogether to make words, segmenting words into their separate sounds and beginning to readsimple captions.Introduce and practice the simple phoneme/graphemesSet One Letters and sound phase 2 resourcesPhoneme/ s a t pgraphemewordssat, tap, sap, patMagneticlettersCommonwordss, a, t, p,aandheISet TwoPhoneme/ i ngraphemewordspit, sit, pat, dip, man, mad, mat, map, it, is, sat, tip, pip, sip, an, in, nip, pan, pin,tin, tan, napMagneticlettersCommonwordss, a, t, p, i, ninisitofanSet ThreePhoneme/ m dgraphemeam, man, mam, mat, map, Pam, Tim, Sam,wordsdad, sad, dim, dip, din, did, Sid, andMagneticlettersCommonwordsCombinations of: s, a, t, p, I, n, m, dTo give pupils practice in making cvc words choose a two letter word ending orbeginning and provide extra letters (only ones already learnt) so they can makemore words by swapping letters.e.g. sad, pad, bad, mad map, man, mat, mad s, a, d, p, b, m, n, tand dad,Set FourPhoneme/ g o c kgraphemetag, gag, gig, gap, nag, sag, gas, pig, digwordsgot, on, not, pot, top, dog, pop, God, Mogcan, cot, cop, cap, cat, codkit, Ken, Kip,SentencebuildingSentencereadingI had a mat (pot, pan, pin, tap)A cat in a hat. (pan, pot, cot, cap)This sentence is fine for initial reading and writing purposes, but ask questionssuch as: who, why, where, to encourage the oral building of a better sentence.See letters and sounds for printable reading strips. Use these for repeatedreading practice for fluency and speed. Letters and sound phase 2 resourcesWraparound Phonics Page 7
MagneticlettersCommonwordsCombinations of: p, t, d, m, s, o, a and s, a, t, p, I, n, m, d (previous group)To give pupils practice in making cvc words choose a two letter word ending orbeginning and provide extra letters (only ones already learnt) so they can makemore words by swapping letters.e.g. sad, pad, bad, mad map, man, mat, mad s, a, d, p, b, m, n, tthat the to wasSet FivePhoneme/ No new ones - consolidationgraphemewordscat, can, man, map, mop, cop, cap, ommonwordsI sat on a pin. (pan, pot, mat, pad, map, cap, can, cat)I can mop. (tip, sit, pat)See letters and sounds for printable reading strips. Use these for repeatedreading practice for fluency and speed. Letters and sound phase 2 resourcesCombinations of: p, t, d, m, s, o, a and s, a, t, p, I, n, m, d (previous group)To give pupils practice in making cvc words choose a two letter word ending orbeginning and provide extra letters (only ones already learnt) so they can makemore words by swapping letters.No new ones - consolidationSet SixPhoneme/ ck, e, u, rgraphemeto kick, sock, sack, dock, pick, sick, pack, deck, peck, neck, peck, pack, sack,wordstack, muck, tuck, suck,get, pet, ten, net, pen, peg, met, men, neckthe, up, mum, run, mug, cup, sun, tuck, mudSentence I can get the sock. (sack, pack, rock)buildingThat was a big cat. (sack, map, pot, sock)Sentence See letters and sounds for printable reading strips. Use these for repeatedreadingreading practice for fluency and speed. Letters and sound phase 2 resourcesMagnetic Combinations of: ck, e, u, r and p, t, d, m, s, o, a and s, a, t, p, I, n, m, dletters(previous groups)To give pupils practice in making cvc words choose a two letter word ending orbeginning and provide extra letters (only ones already learnt) so they can makemore words by swapping letters.Common togetthe up mumwordsSet SevenPhoneme/ No new ones - consolidationgraphemewordsleg, peg, pet, pat, rat, ran, rag, lag, leg (revise previous rsI pat a rat. (cat, leg, pet, tap)A man and a pet. (mop, pot, pin, map, cap, can)This sentence is fine for initial reading and writing purposes, but ask questionssuch as: who, why, where, to encourage the building of a better spokensentence.See letters and sounds for printable reading strips. Use these for repeatedreading practice for fluency and speed. Letters and sound phase 2 resourcesCombinations of: ck, e, u, r and p, t, d, m, s, o, a and s, a, t, p, I, n, m, d(previous groups)To give pupils practice in making cvc words choose a two letter word ending orWraparound Phonics Page 8
beginning and provide extra letters (only ones already learnt) so they can makemore words by swapping letters.Set EightPhoneme/ h b f, ff l, ll ssgraphemehad, him, his, hot, hut, hop, hum, hit, hat, has, hack, hugwordsbut, big, back, bet, bad, bag, bed, bud, beg, bug, bun, bus,Ben, bat, bit,fit, fun, fig, fog, puff, huff, cuff, fan, fatlap, let, leg, lot, lit, bell, fill, doll, tell, sell, Bill, Nell, dull,less, hiss, mass, mess, boss, fuss, hiss, pass, kiss, Tess,fusspotMagnetic Combinations of: h b f, ff l, ll ss and ck, e, u, r and p, t, d, m, s, o, a and s,lettersa, t, p, I, n, m, d (previous groups)To give pupils practice in making cvc words choose a two letter word ending orbeginning and provide extra letters (only ones already learnt) so they can makemore words by swapping letters.Sentence I run in the sun. (sit, sip, mop, sat)buildingI ran to the pet. (mat, cat, rat, tap, man)Go to the man. (tap, mat, cat, bell, dog, log)This sentence is fine for initial reading and writing purposes, but ask questionssuch as: who, why, where, to encourage the building of a better spokensentence.Sentence See letters and sounds for printable reading strips. Use these for repeatedreadingreading practice for fluency and speed. Letters and sound phase 2 resourcesno, go, I, the, to, of, if, offTrickywordsStage ThreeThe remaining 7 letters of the alphabet are introduced: one sound for each letter.Graphemes such as ch, oo, th representing the remaining phonemes not covered by singleletters. Reading captions, sentences and questions. On completion of this phase, childrenwill have learnt the "simple code", i.e. one grapheme for each phoneme in the Englishlanguage.Set Nine Letters and sound Phase 3 resourcesPhoneme/ j v w xgraphemewordsHut, jut, cut, box, fox, jam, jam, Jill, jet, jog, Jack, Jen, van, vat, vet, will, win, wag,web, wig, wax, he, mix, fix, box, tax, six, taxi, vixen, TrickywordsCombinations of: j v w x and h b f, ff l, ll ss and ck, e, u, r and p, t, d, m, s,o, a and s, a, t, p, I, n, m, d (previous groups)To give pupils practice in making cvc words choose a two letter word ending orbeginning and provide extra letters (only ones already learnt) so they can makemore words by swapping letters.Go to the hut. (box, fox, bell)Sell the bell. (cat, box, hut, jam)This sentence is fine for initial reading and writing purposes, but ask questionssuch as: who, why, where, to encourage the building of a better spokensentence.See letters and sounds for reading strips. Use these for repeated readingpractice for fluency and speed. Letters and sound Phase 3 resourcesno, go, I, the, to, heWraparound Phonics Page 9
Spellingrulesff, ll, after a short vowelplural rulescontractionspresent and past tense Set TenPhoneme/ y, z, zz, qugraphemewordsYes, zip, quit, quiz, buzz, yet, the, yap, yet, yell, she, zip, Zak, buzz, jazz, zigzag, to,quiz, quit, quick, quack, ngTrickywordsCombinations of: y, z, zz, qu and j v w x and h b f, ff l, ll ss and ck, e, u, rand p, t, d, m, s, o, a and s, a, t, p, I, n, m, d (previous groups)To give pupils practice in making cvc words choose a two letter word ending orbeginning and provide extra letters (only ones already learnt) so they can makemore words by swapping letters.Yes, I can hop. (sit, tap, pat, mop, run, cut)No, I can not hop. (sit, tap, pat, mop, run, cut)He can zip the bag. (She, I)See letters and sounds for printable reading strips. Use these for repeatedreading practice for fluency and speed. Letters and sound Phase 3 resourceshe, sheSet ElevenPhoneme/ ch, sh, th, ng (introduce one new phoneme/grapheme at a time)graphemewordsship, chip, chin, thin, than, can, cash, rash, rang, ring, rip, ship, chop, chug,check, such, chill much, rich,ship, shop, shed, shell, fish, shock, cash, bash, hush, rush,them, then, that, this, with, moth, thin, thickring, rang, hang, song, wing, rung, king, long, ncereadingTrickywordsCombinations of: ch, sh, th, ng and y, z, zz, qu and j v w x and h b f, ff l, llss and ck, e, u, r and p, t, d, m, s, o, a and s, a, t, p, I, n, m, d (previousgroups)To give pupils practice in making cvc words choose a two letter word ending orbeginning and provide extra letters (only ones already learnt) so they can makemore words by swapping letters.The thin cat sang. (ran, sat, Can)We chat and sing.A shop on a ship. (chip, ring, shop, cat, dog, cap, bell)See letters and sounds for printable reading strips. Use these for repeatedreading practice for fluency and speed. Letters and sound Phase 3 resourcesWe, me, beWraparound Phonics Page 10
Set Twelve Letters and sounds phase 4 resourcesPhoneme/ ai, ee, ,graphemewordslaid, maid, raid, paid, pain, main, mail, sail, wait, Gail, hail, pain, aim, sail, main, tail,rain, baitsee, feel, weep, feet, jeep, seem, meet, week, deep, Trickywordsl, ai, d, m, r, d, p, n, m, sI sail a ship.This sentence is fine for initial reading and writing purposes, but ask questionssuch as: who, why, where, to encourage the building of a better spokensentence.See letters and sounds for printable reading strips. Use these for repeatedreading practice for fluency and speed. Letters and sounds phase 4 resourceswas, my, youSet ThirteenPhoneme/ ighgraphemewordssigh, sight, light, high, light, gTrickywordsIdeas from children.Ask questions such as: who, why, where, to encourage the building of a betterspoken sentence.See letters and sounds for printable reading strips. Use these for repeatedreading practice for fluency and speed. Letters and sounds phase 4 resourcesrevisionSet FourteenPhoneme/ oa, oographemewordsmood, moon, moan, moat, root, room, roam, Trickywordsoo, oa, t, r, d, n, m, hAsk the children to think of a sentence then ask questions such as: who, why,where, to encourage the building of a better spoken sentence.See letters and sounds for printable reading strips. Use these for repeatedreading practice for fluency and speed. Letters and sounds phase 4 resourcesrevisionSet FifteenPhoneme/ ar, or, urgraphemewordscar, card, lard, mart, gIdeas from children.Ask questions such as: who, why, where, to encourage the building of a betterspoken sentence.See letters and sounds for printable reading strips. Use these for repeatedreading practice for fluency and speed.Wraparound Phonics Page 11
Trickywordsthey, her, all, areSet SixteenPhoneme/ ow, oi,graphemewordsbow, row, low, mow, show, coin, oil, soil, boil, Trickywordsb, ow, r, l, m, sh, oi, cIdeas from children.Ask questions such as: who, why, where, to encourage the building of a betterspoken sentence.See letters and sounds for printable reading strips. Use these for repeatedreading practice for fluency and speed. Letters and sounds phase 4 resourcesSet SeventeenPhoneme/ ear, air,graphemeWordsEar, hear, dear, fear, near, tear, pair, lair, chair, TrickywordsEar, h, d, n, t, p, l, ch, h, ai, rIdeas from children.Ask questions such as: who, why, where, to encourage the building of a betterspoken sentence.See letters and sounds for printable reading strips. Use these for repeatedreading practice for fluency and speed. Letters and sounds phase 4 resourcesSet SeventeenPhoneme/ ure, ergraphemewordsSure, pure, cure, capture, ingTrickywordsIdeas from children.Ask questions such as: who, why, where, to encourage the building of a betterspoken sentence.See letters and sounds for printable reading strips. Use these for repeatedreading practice for fluency and speed. Letters and sounds phase 4 resourcesSet Eighteen letters and sounds phase 5 resourcesPhoneme/ Ay, oy, ey, oigraphemeWordsHay, play, stay, toy, boy, annoy, coin, oil, soil,MagneticlettersSentencebuildingIdeas from children.Ask questions such as: who, why, where, to encourage the building of a betterspoken sentence.Wraparound Phonics Page 12
SentencereadingTrickywordsSee letters and sounds for printable reading strips. Use these for repeatedreading practice for fluency and speed. letters and sounds phase 5 resourcesSet NineteenPhoneme/ Aw, ow, ewgraphemeWordsSaw, raw, claw, draw, straw, cow, frown, town, clown, blew, grew, threw, TrickywordsIdeas from children.Ask questions such as: who, why, where, to encourage the building of a betterspoken sentence.See letters and sounds for printable reading strips. Use these for repeatedreading practice for fluency and speed. letters and sounds phase 5 resourcesSet TwentyPhoneme/ a-e, e-e, i-e, o-e, u-egraphemeWordsCap, cape, tap, tape, car, care, pin, pine, kit, kite, rip, ripe, hop, hope, cod,code, tub, tube, cub, cube,MagneticlettersSentence Ideas from children.buildingAsk questions such as: who, why, where, to encourage the building of a betterspoken sentence.Sentence See letters and sounds for printable reading strips. Use these for repeatedreadingreading practice for fluency and speed. letters and sounds phase 5 resourcesTrickywordsSet Twenty-onePhoneme/ ie, ue, oe, ae, ee (long vowel gSentencereadingTrickywordsSee letters and sounds for printable reading strips. Use these for repeatedreading practice for fluency and speed. letters and sounds phase 5 resourcesSet Twenty-twoPhoneme/ ph, wh, ghgraphemeWordsMagneticlettersWraparound Phonics Page 13
SentencebuildingSentencereadingTrickywordsIdeas from children.Ask questions such as: who, why, where, to encourage the building of a betterspoken sentence.See letters and sounds for printable reading strips. Use these for repeatedreading practice for fluency and speed. letters and sounds phase 5 resourcesWraparound Phonics Page 14
Phonic word listsSet One and two words (s, a, t, p, I, pinsatsin stint pattinitsspatTip a tin.Tap a pan.Spin a pin.An ant in a tin.Wraparound Phonics Page 15antpantnapsaptapsnap
Tip a tin.Tap a pan.Spin a pin.An ant in a tin.Wraparound Phonics Page 16
Template.Copy and paste.Wraparound Phonics Page 17
Read – SayPrecision Teaching4x4Name DateTopic:satatstsaatsHow many letters can you read correctly in 1 minute?DayMondayTimeWraparound Phonics Page 18TuesdayWednesdayThursdayFriday
Read – SayPrecision Teaching5x4Name DateTopic:satpinaniptstpsi
Stage One Letters and sounds phase 1 resources Build up phonological awareness See highland council Phonological awareness Stage Two Stage two introduces 19 letters of the alphabet and one sound for each, blending sounds together to make words, segmenting words into their separate sounds and beginning to read simple captions. Introduce and practice the simple phoneme/graphemes Set One Letters .
Wraparound Bibliography Monographs and Reports Bruns, E.J. & Walker, J.S. (Eds.) (2008). A resource guide to wraparound. Portland, OR: Na-tional Wraparound Initiative, Researc
Phonics instruction is designed for beginners in the primary grades and for children having difficulty learning to read. In teaching phonics explicitly and systematically, several different instructional approaches have been used. These include synthetic phonics, analytic phonics, embedded phonics, analogy phonics, onset-rime phonics,
Traditionally, Literacy means the ability to read and write. But there seems to be various types of literacy. Such as audiovisual literacy, print literacy, computer literacy, media literacy, web literacy, technical literacy, functional literacy, library literacy and information literacy etc. Nominal and active literacy too focuses on
Blend Phonics for First Grade, its accompanying reader, Blend Phonics Lessons and Stories, and Blend Phonics Timed Fluency Drills. The section below “On Teaching Phonics” was largely taken from Florence Akin’s 1913 all time phonics classic, Word Mastery: Phonics for the Fi
Ten Principles of the Wraparound Process the model. The current document attempts to make the wraparound principles even more useful as a framework and guide for high-quality practice for youth and families. It describes wraparound’s prin-ciples exclusively at the youth/family/team level
el grupo asesor de la Iniciativa Nacional de Wraparound (2019). Guía del usuario del proceso de Wraparound: un manual para familias. Portland, OR: Iniciativa Nacional de Wraparound, Centro de Investigación y Capacitación para el Apoyo Familiar y la Salud Mental del Niño, Universidad del estado de Portland. Reconocimientos: U N P R O D U C T O
Highland Park Golf Course September 2022 - 3 - Overview The City is requesting proposals from qualified organizations or individuals for the operations, management, and revitalization of Highland Park Golf Course ("Property" or "Highland Park") located at 3550 Green Road, Highland Hills, Ohio 44122. Highland Park is currently a 36-hole
What Is Phonics? 2 What Is the Purpose for Teaching Phonics? 3 How Are Phonemic Awareness and Phonics Connected? 4 SECTION 2: OVERVIEW Key Learning Goals 5 Building Blocks for Teaching Children to Read 6 Alphabetic Principle Graphic Organizer 7 SECTION 3: PRESENTATION What Are Two Elements of Phonics? 8 What Is Phonics Instruction? 10
