Phonics, word recognition, and word study < Back to Reading Phonics, word recognition, and word study 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 Recognise, name and 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. all lower- and upper-case letters and common letter patterns, displaying some word-identification strategies when reading instructional and independent-level texts. Use phonic knowledge and a range of word identification strategies Word identification strategies Word identification strategies allow children to read unknown words with increasing automaticity. These strategies include: use of the visual or graphic features of a word, use of grapheme-phoneme correspondences, use of knowledge of letter sequences, spelling patterns and associations between words. with flexibility and confidence when reading instructional and independent-level texts. Feasacht foghraíochta bhunúsach a úsáid agus tús a chur le roinnt straitéisí aitheanta focal a úsáid agus iad ag léamh téacsanna ar a leibhéal teagaisc agus leibhéal neamhspleách. Gach litir ó aibítir na Gaeilge a ainmniú agus a fhuaimniú. Patrúin choitianta litreacha, agus straitéisí aitheanta focal a úsáid agus iad ag léamh téacsanna ag a leibhéal teagaisc agus ag leibhéal neamhspleách. Foghraíocht na Gaeilge a úsáid le linn léitheoireachta. (TF5, C2 + 3) Use a range of word identification strategies Word identification strategies Word identification strategies allow children to read unknown words with increasing automaticity. These strategies include: use of the visual or graphic features of a word, use of grapheme-phoneme correspondences, use of knowledge of letter sequences, spelling patterns and associations between words. flexibly and with confidence when reading instructional and independent-level texts across the curriculum. Use existing language skills and knowledge to decipher text in other languages. Feasacht fóineolaíochta agus réimse straitéisí aitheanta focal a úsáid agus iad ag léamh téacsanna ag a leibhéal teagaisc agus ag leibhéal neamhspleách. Cosúlachtaí agus difríochtaí idir focail agus patrúin i bhfocail a aithint agus a fhiosrú i dtéacsanna, i seánraí agus i dteangacha éagsúla. (TF5, C4) Progression steps The child… explores sign, symbol and word recognition. The child… recognises some letters from own name. identifies signs, symbols and words. The child… recognises and names familiar letters such as those in own name and in the immediate environment, and recognises some personal and other familiar words. links familiar printed signs or names to objects or people. recognises some similarities and/or differences between a pair of pictures/ objects. The child… recognises, names and sounds some lower-case and upper-case letters and begins to blend phonemes. recognises a few high-frequency words in familiar contexts and uses one or two letters, often first and last, to identify other words. uses pictorial cues to read some words. The child… names and sounds all lower- and upper-case letters, recognises short vowel sounds, blends phonemes and recognises some common letter patterns. reads a range of high-frequency words and CVC words, and reads short, simple sentences. uses cues from pictures and from sentences to read. The child… recognises some digraphs and blends and reads words containing short and long vowel sounds. uses their knowledge of sight-words, letter patterns, sounds and cues from surrounding text to read words and uses some word identification strategies Word identification strategies Word identification strategies allow children to read unknown words with increasing automaticity. These strategies include: use of the visual or graphic features of a word, use of grapheme-phoneme correspondences, use of knowledge of letter sequences, spelling patterns and associations between words. with growing confidence. begins to distinguish between letter 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. relationships in L1 and L2. The child… deletes, adds and substitutes letters to create and identify words, recognises similar sounds from different letter combinations and reads a range of words with digraphs, letter patterns and some with consonant and vowel digraphs. uses their knowledge of syllables, prior knowledge and cues from the context to read words and uses a growing range of word identification strategies Word identification strategies Word identification strategies allow children to read unknown words with increasing automaticity. These strategies include: use of the visual or graphic features of a word, use of grapheme-phoneme correspondences, use of knowledge of letter sequences, spelling patterns and associations between words. with confidence. identifies similarities in letter- 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. relationships in L1 and L2. The child… reads increasingly demanding digraphs, letter patterns and consonant and vowel digraphs and uses phonological skills flexibly. uses a range of word identification strategies Word identification strategies Word identification strategies allow children to read unknown words with increasing automaticity. These strategies include: use of the visual or graphic features of a word, use of grapheme-phoneme correspondences, use of knowledge of letter sequences, spelling patterns and associations between words. flexibly and confidently to identify words. identifies some differences in letter 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. relationships in L1 and L2. The child… uses their knowledge of letter sequences, digraphs, root words Root words A root word is a form of a word after all affixes and grammatical inflections have been removed e.g. door, run, sad, build, hair. Many other words can be created using root words: inflected words: root + grammatical inflection e.g. doors, running, derived words: root + affix e.g. sadness, builder, compound words e.g. hairdresser. , syllables, silent letters, prefixes and suffixes to identify a wider range of words. identifies relationships in L1 and L2. The child… identifies and discusses vocabulary that is similar in English, Irish, and other languages. analyses and discusses the origins of words from a range of subject areas. The child… assesses a wide range of word identification strategies Word identification strategies Word identification strategies allow children to read unknown words with increasing automaticity. These strategies include: use of the visual or graphic features of a word, use of grapheme-phoneme correspondences, use of knowledge of letter sequences, spelling patterns and associations between words. used while reading texts. uses existing knowledge of language to decipher texts in other languages. 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
