Phonological and phonemic awareness < Ar ais go dtí Reading Phonological and phonemic awareness Stage 1 Junior & Senior Infants Through appropriately playful and engaging learning experiences, children should be able to Stage 2 1st & 2nd Class Through appropriately playful and engaging learning experiences, children should be able to Stage 3 3rd & 4th Class Through appropriately playful and engaging learning experiences, children should be able to Stage 4 Fifth and Sixth class Through appropriately engaging learning experiences, children should be able to Play with, recognise and manipulate sounds such as syllables, rhyme, onset-rime and phonemes in spoken words. Imirt le fuaimeanna ar nós siollaí, ríme, comhfhuaim ríme agus fóinéimí i bhfocail labhartha, agus iad a aithint. (TF4, C2) Compare sounds and patterns in words found in texts in various genres across the curriculum. Recognise and compare sounds in words in English, Irish, other languages and across dialects and accents. Comparáid a dhéanamh idir fuaimeanna agus pátrúin i bhfocail i seánraí éagsúla trasna an churaclaim. Fuaimeanna i bhfocail atá i dtéacsanna Gaeilge, Béarla agus i dteangacha eile a aithint agus comparáid a dhéanamh eatarthu. Canúintí agus blasanna i dtéacsanna a aithint agus a phlé. (TF4, C3) Progression steps The child… acknowledges and responds to familiar sounds, rhymes and songs. The child… identifies familiar sounds. listens to and participates in familiar sounds, rhymes and songs. The child… completes missing lines in nursery rhymes and recognises sounds of familiar letters. identifies words as sound Sound The term ‘sound’ relates to the sound we make when we utter a letter or word, not to the letter in print. A letter may have more than one sound, such as the letter ‘a’ in was, a sound can be represented by more than one letter such as the sound /k/ in cat and walk. The word ship had three sounds /sh/, /i/, /p/, but has four letters ‘s’, ‘h’, ‘i’, ‘p’. Teachers should use the terms ‘sound’ and ‘letter’ accurately to help students clearly distinguish between the two items. units within sentences. demonstrates the ability to clap a rhythm. The child… identifies and generates rhyming words, recognising onset-rime. distinguishes between two spoken sounds. demonstrates an awareness of changes in sounds of words. The child… blends onset rime and counts, pronounces, segments and blends syllables in spoken words. identifies initial, terminal and medial sounds in words of three phonemes and segments and blends spoken words of two, three, four and five phonemes. The child… divides words into their onset-rime and reproduces common letter patterns and groups. verbally segments spoken single and multi-syllable words into their complete sequence of individual sounds. verbally deletes and substitutes individual sounds to make new words. recognises consonant/vowel sound Sound The term ‘sound’ relates to the sound we make when we utter a letter or word, not to the letter in print. A letter may have more than one sound, such as the letter ‘a’ in was, a sound can be represented by more than one letter such as the sound /k/ in cat and walk. The word ship had three sounds /sh/, /i/, /p/, but has four letters ‘s’, ‘h’, ‘i’, ‘p’. Teachers should use the terms ‘sound’ and ‘letter’ accurately to help students clearly distinguish between the two items. patterns in syllables of spoken words. The child… uses syllables in new words heard to divide and blend. recognises that some words contain silent sounds which are not spoken. The child… breaks new words into syllables, with confidence. identifies and discusses sounds and patterns in words in English, Irish and other languages. The child… breaks words into syllables and uses their knowledge of consonants and vowel sounds to recognise and blend them verbally. recognises patterns in spoken words and uses knowledge of existing words to segment Segment To split up a word into its individual phonemes in order to spell it, e.g. the word cat has three phonemes: /c/, /a/, /t/ and the word grew has three phonemes: /g/, /r/, /ew/. and blend new words. The child… uses knowledge of patterns and sounds to decipher words found in subject/topic specific content. The child… examines and discusses sounds and patterns in a wider range of words in English, Irish and other languages. uses knowledge of patterns and sounds to decipher words in subject/topic specific texts. Support materials for teachers Reading - Léitheoireacht Example of student work Reading - Léitheoireacht Relevant across all strands Example of student work Relevant across all strands Examples of children's language learning Linguistic Diversity-Multilingual City Example of student work