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Strategies to apply throughout all Phases; Check hearing equipment Always provide accessible lip pattern Be aware of child’s hearing loss and consequent access to speech sounds – aided and unaided Be aware of child’s familiar vocabulary Multi-sensory approach essential throughout the programme. Phases of progression Phase 6 - Reading Phase 6 - Spelling • Longer and less familiar • Continue to segment texts. words into phonemes • Learn rarer GPCs (p23 thin but developing accuracy book of L&S) through making • Greater familiarity with informed choices of graphemes of two or more graphemes where there letters. are alternatives. • Spelling work focused on • Using spelling structure of words conventions and supports decoding. guidelines to support • Increased numbers of this (see p187 fat book). words which can be read • Learn conventions for automatically. adding common suffixes • Use context to support e.g. –ed, -ing (p189). decisions about where to • Develop strategies for place stress in a independent spelling polysyllabic word. and proof reading. • Greater emphasis on developing a range of comprehension strategies. Phase 5 Give the sound when shown any grapheme that has been taught For any given sound, write the common graphemes Apply phonic knowledge and skills as the prime approach to reading and spelling unfamiliar words that are not completely decodable Read and spell phonically decodable 2 & 3 syllable words Read automatically all the words in the list of 100 HF words Accurately spell most of words in list of 100 HF words Form each letter correctly Phase 4 Give the sound when shown any phase 2 and 3 grapheme Find any phase 2 and 3 grapheme, from a display, when given a sound Be able to blend and read words containing adjacent consonants Be able to segment and spell words containing adjacent consonants Difficulties which may be experienced by HI child See previous difficulties in Phases 1,2&3 Possible teaching strategies See previous difficulties in Phases 1,2&3 See previous difficulties in Phases 1,2&3 Start to encourage self-correction in some of child’s spelling within personalised reading books. Be able to read the tricky words some, one, said, come, do, so, were, when, have , their, out, like, little, what Be able to spell the tricky words she, we, me, be, was, my, you, her, they, all, are Write each letter, usually correctly Phase 3 Reading and spelling a wide range of CVC words using all letters and less frequent consonant digraphs and some long vowel phonemes. Graphemes: ear, air, ure, er, ar, or, ur, ow, oi, ai, ee, igh, oa, oo Reading and spelling CVC words using a wider range of letters, short vowels, some consonant digraphs and double letters. Consonant digraphs ch, sh, th, ng Reading and spelling CVC words using letters and short vowels. Letter progression Set 7: y, z, zz, qu Set 6: j, v, w, x Delayed vocabulary will affect choices within this phase Digraphs very difficult to access. SALT to assist with speech production of digraphs – school to liaise with SALT and follow up recommendations (child may not be ready to cover these sounds within normal speech and language development pattern) Make personalised reading books using child’s own words and attempts at spelling. Blending and segmenting activities need to be multisensory at all times Extend each phoneme orally to enable child to access the sound and attempt to produce Make each phoneme clear either individually or within word Allow HI child longer access to visual/pictorial clues Be able to read the tricky words she, we, me, be, was, my, you, her, they, all, are Be able to spell the tricky words I to no go the into Phase 2 Using common consonants and vowels Blending for reading and segmenting for spelling simple CVC words. Knowing that words are constructed from phonemes and that phonemes are represented by graphemes. Letter progression: Set 5: h, b, f, ff, l, ll, ss Set 4: ck, e, u, r Set 3: g, o, c, k Set 2: i, n, m, d Set 1: s, a, t, p Reading ‘tricky words’ I, to, the, no, go into Phase 1 (7 Aspects) Show awareness of rhyme and alliteration, Distinguish between different sounds in the environment and phonemes Explore and experiment with sounds and words and discriminate speech sounds in words. Beginning to orally blend and segment phonemes. May not access all phonemes effectively Will rely heavily on visual discrimination/picture cues for each phoneme May find some rhyming sounds difficult Distinguishing sounds will depend on level of hearing loss and acoustics of learning environment Delayed vocabulary will affect whole word understanding May find it difficult to discriminate between whole words Segmenting may be difficult if certain phonemes are not accessible within the word Access to curriculum/first quality teaching of phonics + 1:1 withdrawal to reinforce in an acoustically friendly environment Multi-sensory approach to teaching at all times. Check understanding of vocabulary being included in lesson. Use visual reinforcement of syllables within a word ie written word ‘cut up’ into syllables and clapped Pre phase 1 Pre-verbal skills Language and play Awareness of sounds/ voice Vocalization Still at pre-verbal stage May only be babbling Not acquired listening skills May find it difficult to imitate sounds Inconstant hearing aid wearer May require some sign support May lack joint attention May have poor eye contact May have poor turn taking skills May not be able to locating sounds Develop the child’s interest in sound. Encourage the child to play with sound and use their voice. Make listening fun – make a game of it. Consistently notice and mention sounds – Did you hear that? What was that noise etc. Identify the sound source when the child has responded to sound. Play early word discrimination games e.g. animal sound games. Drawing pictures of what the child hears is a way of helping to attach meaning to sounds. Singing is a valuable means of communication for young children. Where there are gestures and actions associated with the song, children can participate before they have any words or vocalisations to contribute. Develop locating sounds