I am thrilled to hear that this is being debated. I worry when schools are not asking these questions, because this usually means they are not doing enough of the auditory segmentation and blending. In terms of the words supplied in your email:

falling is made up of the phonemes f-all-i-ng and so the colour coding would be as follows f/all/i/ng

jumped is made up of the sounds j-u-m-p-t and so the colour coding would be as follows j/u/m/p/ed

needed is made up of the phonemes n-ee-d-e-d and so the colour coding would be as follows n/ee/d/e/d Keep in mind that suffix -ed can be founded /t/, /d/ and /e-d/ and each will relate to different colour coding.

My advice is to reflect first on the sounds/phonemes within the words, then to reflect on the relationship between the sounds and the phonics (hence the colour coding). If you focus on the sounds first, you will probably find your way.

Your older staff however (and myself included) would have been taught with traditional phonics and hence likely phonics first and with less of an emphasis on the phonemes. Your younger staff would have been the product of whole language, which likely did not systematically focus on either the phonics or the sound structure.

I am thrilled to hear that your staff are debating the sound structure in words. Over time they will become more comfortable with this approach to phonics.
Was this article helpful?
Cancel
Thank you!