Making the sounds we need To speak, read and write. Linking sounds and letters.

Transcription

1 0 Birley Spa Community Primary School Early Years Foundation Stage Cued articulation Making the sounds we need To speak, read and write. Linking sounds and letters. Cued articulation is a multi-sensory approach to linking letters and sounds. We teach children to: hear the sound say the sound use a sign see the letter Cued articulation was devised by the speech and language therapist Jane Passy. Each sound has a sign showing where and how the sound is made in the mouth and whether the sound is voiced or voiceless (whether the vocal cords are used to make the sound). A video clip of the signs is on youtube: All the sounds, letters and signs are in this booklet. Please help your child to: find the letter in the print all around us; hear the sound at the beginning of words; say the sound; use the sign; write the lower-case letter. Sounds of speech Syllables are the beats in words e.g. in and beat have 1 beat each; Ro-sie has 2 beats; tan-ger-ine has 3 beats. Children learn to clap out the beats. A phoneme or sound is the smallest unit of speech sound e.g. i-n has 2 sounds; b-ea-t has 3 sounds; R-o-s-ie has 4 sounds. Children learn to hear the sounds in words. Children learn to link the sounds in words with the letters we use for writing. Sometimes the sounds (especially vowel sounds) need more than one letter to spell them e.g. ai, ee, oo, th. We use a multi-sensory approach to link letters and sounds: see the letter; hear the sound; say the sound; use a sign. Consonants Consonant letters are all the letters in the alphabet except for the short vowel sounds a, e, i, o, u. At school we use cued articulation to teach the letter-sound links for all consonants and the short vowels, as illustrated in this booklet. Digraphs (two letters make one sound) are used to spell some consonant sounds e.g. th and ch. Vowels Two letters are used to spell most vowel sounds ( vowel digraphs ). The vowel letters are a,e,i,o,u and sometimes y. Occasionally r and w are also used in the spelling e.g. er and ow. All words and syllables contain at least one vowel. At school we use Jolly Phonics to teach the letter-sound links for vowel digraphs, as illustrated on the last page of this booklet.

2 1 Contents a e i Page 1 o u s z Page 2 p b t d Page 3 c,k g m n Page 4 h f v Page 5 l r qu x Page 6 w y Page 7 th sh ng Page 8 ch j Page 9 Jolly vowel digraphs at end a e i a as in apple. Short vowel. of the sound. (Hand looks like an apple.) As the sound is produced, jerk the hand forward slightly. e as in end. Short vowel. point of the sound. As the sound is produced, jerk the hand forward slightly. I as in in. Short vowel. point produced, jerk the hand forward slightly. (Like dotting the i.)

3 2 o u s z o as in ox. Short vowel. produced, jerk the hand backward slightly. u as in up. Short vowel. of the sound. (Hand is shaped like an u.) As the sound is produced, jerk the hand outwards slightly. s as in sun. Voiceless. point of the sound. As the sound is produced, the shape of the hand stays the same but the index finger makes a wavy line in the air, moving forward for approx four inches, like an s on its side. z as in zoo. Voiced. point produced, the shape of the hand stays the same but two fingers make a zig-zag line in the air, moving forward for approx four inches, like a z on its side.

4 3 p b t d p as in pick. Voiceless. produced, the index finger separates from the thumb. b as in ball. Voiced. produced, the two fingers separate from the thumb. t as in top. Voiceless. point of the sound. As the sound is produced, the index finger is jerked forward approx one inch. d as in door. Voiced. point produced, the two fingers are jerked forward approx one inch.

5 4 c, k g m n c, k as in cat, king. Voiceless. produced, the crooked index finger is jerked downwards and forward approx one inch. g as in go. Voiced. produced, the two crooked fingers are jerked downwards and forward approx one inch. m as in my. voiced. Two fingers and thumb are placed on the side of the nose. The hand does not move. n as in no. voiced. Two fingers are placed on the side of the nose. The hand does not move.

6 5 x h f v x as at the end of fox. Voiceless. of the sound, as in ck. As the sound is produced, the index finger makes a wavy line in the air, as in s. h as in hat. Voiceless. produced, the hand is moved forward gently approx two inches. f as in face. Voiceless. point of the sound. As the sound is produced, the shape of the hand stays the same but is moved downward and forward approx four inches. v as in van. Voiced. point produced, the shape of the hand stays the same but is moved downward and forward approx four inches.

7 6 l r qu (1) qu (2) l as in lamp. Voiced. produced, the two fingers follow a small semi-circle downward by action of the wrist. r as in run. Voiced. produced, the two fingers are moved only very slightly forward and downward by wrist action. qu as in quick. Voiceless The first picture shows the starting point of the sound, as in ck. As the sound is produced, the fingers separate and part, as in w.

8 7 w(1) w(2) y(1) y(2) w as in way. Voiced. The first picture shows the starting point of the sound, with finger and thumb tips together. As the sound is produced, the fingers separate and part. y as in yes. Voiced. The first picture shows the starting point of the sound, hand flat with fingers together. As the sound is produced, the fingers separate and part.

9 8 th th sh ng th as in think. Voiceless. produced, the index finger is moved straight forward approx four inches. th as in them. Voiced. produced, two fingers are moved straight forward approx four inches. sh as in shine. Voiceless. point of the sound. As the sound is produced, the hand, with index finger, keeps this shape and moves straight forward approx four inches. ng as in ring. Voiced. Pretend to be a weight lifter, struggling to raise fists above head, saying ng.

10 9 ch(1) ch(2) j(1) j(2) ch as in church. Voiceless. The first picture shows the starting point of the sound, as in t. As the sound is produced, immediately drop the index finger down and bring the thumb forward, as in the second picture, moving the hand forward approx four inches. j as in judge. Voiced. The first picture shows the starting point of the sound, as in d. As the sound is produced, immediately drop two fingers down and bring the thumb forward, as in the second picture, moving the hand forward approx four inches.

11 Jolly vowel digraphs 10