Phonological and phonemic awareness

acknowledges and responds to familiar sounds, rhymes and songs.

identifies familiar sounds.

listens to and participates in familiar sounds, rhymes and songs.

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.

identifies and generates rhyming words, recognising onset-rime.

distinguishes between two spoken sounds. demonstrates an awareness of changes in sounds of words.

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.

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.

uses syllables in new words heard to divide and blend.

recognises that some words contain silent sounds which are not spoken.

breaks new words into syllables, with confidence.

identifies and discusses sounds and patterns in words in English, Irish and other languages.

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.

uses knowledge of patterns and sounds to decipher words found in subject/topic specific content.

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.