Systematic Phonics Booklet (1).pdf | Phonics (método) | Lingüística\nguardarGuardar Systematic Phonics Booklet (1).pdf para más tarde\nNewman University Systematic Synthetic Phonics A University, School !ase" Trainin# an" In"e$en"ent St%"y &oc%ment\nNewman University Systematic Synthetic Phonics A University, School-Based Training and Independent Study Document\nThe recent O(STE& "oc%ment )emovin# *arriers to literacy +',--. hi#hli#hte" the im$ortance o/ $honic s0ills /or rea"in#, writin# an" s$ellin#1 There/ore $ractitioners nee" the relevant s%*2ect 0nowle"#e an" $e"a#o#ical s0ills to teach $honic s0ills e//ectively1 This *oo0let has *een "esi#ne" as a wor0in# "oc%ment to *e com$lete" thro%#ho%t yo%r co%rse an" to s%$$ort yo% with the teachin# o/ systematic synthetic $honics +SSP.1 At $oints in"icate" *y yo%r t%tor, yo% will *e e3$ecte" to set yo%rsel/ tar#ets /or yo%r own $ro/essional "evelo$ment as a teacher o/ SSP an" there are a n%m*er o/ o$$ort%nities /or yo% to recor" yo%r learnin# an" re/lect on what yo% still nee" to 0now1 It is im$ortant that these re/lections an" tar#ets are 0e$t %$ to "ate an" com$lete" with "%e consi"eration, as they will $rovi"e $art o/ the evi"ence re4%ire" /or yo% to *e awar"e" 4%ali/ie" teacher stat%s +5TS. at the en" o/ yo%r co%rse1 6em*ers o/ the Newman University Partnershi$ incl%"in#, yo%r APT, School !ase" T%tor, Class Teacher, Partnershi$ T%tor, the Pro#ramme 7ea"er an" O(STE& may as0 to see yo%r re/lections an" comments at any time thro%#ho%t yo%r trainin#1 The "oc%ments in this *oo0let are /rom a ran#e o/ so%rces an" %se the $hases o/ learnin# /rom 7etters an" So%n"s, which is c%rrently in %se in many schools, as a /ramewor0 /or teachin#1 However, yo%r "evelo$ment as a teacher o/ SSP is "e$en"ent on atten"ance at lect%res, e//ective o*servation an" re/lection on lessons, yo%r own in"e$en"ent st%"y an" investi#ation o/ other /ramewor0s /or teachin# SSP whilst yo% are en#a#e" in school *ase" trainin#1 This com*ination o/ learnin# metho"s is essential to ens%re that yo% are con/i"ent to teach $honics when yo% enter yo%r N5T year an" that yo% meet one o/ the criteria /or8 Teachers9 Stan"ar"s +',--. :8 &emonstrate #oo" s%*2ect an" c%rric%l%m 0nowle"#e I/ teachin# early rea"in#, "emonstrate a clear %n"erstan"in# o/ systematic synthetic $honics1 ;e wo%l" li0e to wish yo% every s%ccess in this element o/ yo%r trainin# an" i/ yo% have any 4%estions $lease /eel /ree to as0 Pro#ramme 7ea"ers or any mem*er o/ the En#lish core team who will *e only too $lease" to s%$$ort yo%1\n&e*orah !oe0estein Un"er#ra"%ate Pro#ramme 7ea"er\n<%stin =ray Primary Post#ra"%ate Pro#ramme 7ea"er\n=reat !ritain &e$artment /or E"%cation1 +',--. )emovin# !arriers to 7iteracy1 O(STE&\nSection 1 )ea"in# e3$ectations )e/lection an" evi"ence sheets > ? 6 -' -: -? -@ -A ',\nSection 2 Guidance Prom$ts /or o*servin# a $honics session Criteria /or Ass%rin# hi#h 4%ality $honic wor0 Pron%nciation #%i"e Phonics r%les an" $atterns Phonemes list\nSection 3 Planning and Assessment Overview o/ $honics 0nowle"#e to *e covere" in Bey sta#e Plannin# e3em$li/ication 7etters an" So%n"s $lannin# /or Phase : A wee09s "iscrete $honics teachin# C $hase ? &aily "irect teachin# o/ $honics\n'' ': '6\n!lan0 Plannin# "oc%ments 7etters an" So%n"s $lannin# A wee09s "iscrete $honics teachin# &aily "irect teachin# o/ $honics 'A 'D :-\n6a0in# sec%re assessments\n:> :@ :A\nGlossary of Terms =lossary\n)ea"in# e3$ectations )e/lection an" evi"ence sheets\nThe En#lish mo"%le covers many o/ the *asic conce$ts an" s0ills re4%ire" to teach Primary En#lish1 There is c%rrently a stron# $olicy /oc%s on the teachin# o/ systematic synthetic $honics as a 0ey strate#y in the teachin# o/ early rea"in#1 Ens%rin# yo% are well $re$are" to teach systematic synthetic $honics an" early rea"in# is an im$ortant as$ect o/ achievin# 5%ali/ie" Teacher Stat%s1 The /ollowin# materials will s%$$ort the "evelo$ment o/ yo%r $honics s%*2ect 0nowle"#e an" $e"a#o#y in $re$aration /or School E3$erience1\n&e$artment /or E"%cation an" S0ills +&/ES. +',,@. 7etters an" so%n"s1 Norwich8 &e$artment /or E"%cation an" S0ills1 <olli//e, ;1, ;a#h, &1 an" Carss, A1 +',-'. Teachin# systematic synthetic $honics in Primary Schools1 7on"on8 Sa#e1 The a*ility to teach "%rin# School E3$erience re4%ires st%"ents to *e very /amiliar with the a*ove te3ts1 There/ore, it is recommen"e" that yo% $%rchase the <olli//e et al1 +',-'. te3t an" "ownloa" the &/ES +',,@. materials an" re/er to them to s%$$ort yo%r learnin# "%rin# University *ase" sessions an" teachin# "%rin# School E3$erience1\nThe /ollowin# te3ts are $art o/ the wi"er rea"in# list /or the En#lish mo"%le8 =oo%ch, B1 an" 7am*rith, A1 +',--. Teachin# Early rea"in# an" $honics8 creative a$$roaches to early\nliteracy1 7on"on8 Sa#e1\n7i*rary hol"in#s -, co$ies 7ewis, 61 an" Ellis, S1 +e"s1. +',,6. Phonics8 Practice, research an" $olicy1 7on"on8 Sa#e1 7i*rary hol"in#s D co$ies an" also availa*le as an e *oo01 This *oo0 will *e %se" in $artic%lar "%rin# the secon" year o/ the Un"er#ra"%ate Pro#ramme1 6e"well, <1, ;ray, &1, 6inns, H1, Coates, E an" =ri//iths, V1 +',-'. Primary En#lish8 teachin# theory an" $ractice1 ?th e"n1 E3eter8 7earnin# 6atters1 7i*rary hol"in#s C > co$ies O) 6e"well, <1, ;ray, &1, 6inns, H1, Coates, E an" =ri//iths, V1 +',,D. Primary En#lish8 teachin# theory an" $ractice1 >th e"n1 E3eter8 7earnin# 6atters1 7i*rary hol"in#s C > co$ies an" also availa*le as an e *oo0\nSystematic Synt etic P onics Sc emes\nHe$$lewhite, & +"evelo$e" *y. +',--. (lo$$y9s Phonics, So%n"s an" 7etters O3/or"8 OUP 7loy", S1 +',,'. <olly Phonics1 Chi#well8 <olly 7earnin# 6is0in, )1 +series "evise" *y. +',--. )ea" ;rite Inc1 O3/or"8 OUP\nReflection and !"idence S eets #ntroduction to Systematic Synt etic p onics su$%ect &no'ledge and practice(\nPlease re/lect on the $ro#ress yo% have ma"e at %niversity, "%rin# school *ase" trainin# an" in"e$en"ent learnin# PART 1 ;hat have yo% learnt a*o%t $honics /rom yo%r t%torial, yo%r rea"in# an" any $revio%s e3$erienceE\n;hat "o yo% nee" to 0now a*o%t $honicsE\nSet yo%rsel/ a tar#et *ase" on a re/lection o/ yo%r nee"s an" how yo% are #oin# to achieve this1\n&ate set8 FFFFFFFFFFF1\n&ate /or )eview8 FFFFFFFFF\n)eviewe" FFFFFFFFFFFF1 APT si#nat%re\nPART 2 Havin# watche" a systematic, synthetic $honics session8 ;hat /%rther s%*2ect 0nowle"#e "o yo% nee" in or"er to teach an e//ective $honics sessionE\nHavin# *een o*serve" teachin# a systematic synthetic $honics session, what are the 0ey $oints /rom /ee"*ac0 /or yo% to im$roveE Note any strate#ies yo% %se" which wor0e" well an" "escri*e why1\nHow "oes $honics lin0 to the e//ective teachin# o/ rea"in#E\n)in&ing T eory to Practice(\nPlease re/lect on the $ro#ress yo% have ma"e at %niversity, "%rin# school *ase" trainin# an" in"e$en"ent learnin# PART 1 )e/lect on what yo% have learnt a*o%t $honics /rom *oth %niversity an" school *ase" trainin#1\nThin0 o/ two 4%estions which this re/lection has raise"8\nSet yo%rsel/ a tar#et *ase" on a re/lection o/ yo%r nee"s an" the res%lts o/ yo%r a%"it1\n)in&ing T eory to Practice( $lease re/lect on the $ro#ress yo% have ma"e at %niversity, "%rin# school *ase" trainin# an" in"e$en"ent learnin#\nPART 2 &isc%ss the ' 4%estions yo% have as0e" with school *ase" collea#%es1 Note *elow what yo% have learne" /rom this "isc%ssion1\nHavin# o*serve" a $honics session, %sin# the criteria in the #%i"ance section o/ this *oo0let, what are the im$lications /or yo%r own learnin#E 6a0e a note *elow1 Please attach o*servation sheet1\nS%mmarise the /ee"*ac0 /rom the o*servation o/ *+, teachin# a systematic synthetic $honics session1 ;hat s$eci/ically went well an" what "o yo% nee" to "evelo$E\nConsolidating in Practice(\nPlease re/lect on the $ro#ress yo% have ma"e at %niversity, "%rin# school *ase" trainin# an" in"e$en"ent learnin# PART 1 ;hat have yo% learnt a*o%t $honics "%rin# yo%r time at %niversityE\n;hat has yo%r e3$erience o/ o*servin# $honics teachin# in school ta%#ht yo%E\nHow have these two elements com*ine" to ens%re that yo% are con/i"ent to teach SSPE\nPART 2 )e/lect on where yo% saw $honics *ein# a$$lie" in lessons other than 7iteracy1 ;hat im$lications "oes this have /or yo%r teachin#E\n;hat 4%estions has this raise" /or yo% a*o%t the teachin#Glearnin# o/ $honics\nSet yo%rsel/ a tar#et *ase" on a re/lection o/ yo%r nee"s1 &isc%ss this tar#et with yo%r APT1\n&ate set8 FFFFFFFFFFFF\nSection 2 Guidance\nProm$ts /or o*servin# a $honics session Criteria /or ass%rin# hi#h 4%ality $honic wor0 Pron%nciation #%i"e Phonics r%les an" $atterns Phonemes list\nPrompts for +$ser"ing a -iscrete P onics Session -AT!(.../ C)ASS.......\nPlanning and discussion ;hat $hase o/ the $honic $ro#ramme is the teachin# $itche" atE Is this a$$ro$riate to the $%$ils9 a#e an" level o/ attainmentE Is there a ti#htly /oc%se" learnin# o*2ectiveE\nCan all $%$ils see Ghear the teachin# in$%tGo*2ects %se"E Is the session well $ace"E\nIs assessment /or learnin# *%ilt into the $lannin#E\nTeac ing sequence(\nRe"isit0Re"ie' Are chil"ren $ractisin# $honemesG#ra$hemes they alrea"y 0nowE\nIs this $art o/ the se4%ence lively an" well $ace"E\nAre all chil"ren en#a#e"E\nTeac Are $honemes artic%late" correctly *y the st%"entE\nAre chil"ren #iven the o$$ort%nity to artic%late the $honemesE\nIs st%"ent ens%rin# the chil"ren artic%late the $honemes correctlyE Is there evi"ence o/ new learnin# not 2%st consoli"ationE Are the chil"ren *ein# ta%#ht to *len" an" se#mentE This may incl%"e oral *len"in# an" se#mentin#1\nPractice &o the activities in this section #ive the chil"ren the o$$ort%nity to $ractise the $honemes an" #ra$hemes they have 2%st learntE !len" $honemes /or rea"in#E\nSe#ment $honemes /or s$ellin#\nAPP)* Are chil"ren #iven the o$$ort%nity to a$$ly their $honics s0ills in an" activitiesE )ea"in# activities\nT roug out t e Session Are the activities m%ltisensoryE\nIs the session /%nE\n+t er t oug ts Is the o%t"oor s$ace %se" e//ectivelyE\nUse o/ ICT1 Is this %se" e//ectively to $romote learnin#E Is the session a*o%t ', min%tes lon#E\nAre a""itional a"%lts %se" e//ectivelyE\nT e Criteria for Assuring 1ig 2uality P onic 3or& 4-f! 25116\nThe core criteria $rovi"e schools with clearly "e/ine" 0ey /eat%res o/ an e//ective, systematic, synthetic $honics $ro#ramme1 P%*lishe" $ro#rammes /or $honic wor0 sho%l" meet each o/ the /ollowin# criteria1 (%rther e3$lanatory notes are o//ere" *elow1 The $ro#ramme sho%l"8 $resent hi#h 4%ality systematic, synthetic $honic wor0 as the $rime a$$roach to "eco"in# $rint, i1e1 a $honics H/irst an" /ast9 a$$roach +see note -. ena*le chil"ren to start learnin# $honic 0nowle"#e an" s0ills %sin# a systematic, synthetic $ro#ramme *y the a#e o/ /ive, with the e3$ectation that they will *e /l%ent rea"ers havin# sec%re" wor" reco#nition s0ills *y the en" o/ 0ey sta#e one +see note '. *e "esi#ne" /or the teachin# o/ "iscrete, "aily sessions $ro#ressin# /rom sim$le to more com$le3 $honic 0nowle"#e an" s0ills an" coverin# the ma2or #ra$hemeG$honeme corres$on"ences +see note :. ena*le chil"renIs $ro#ress to *e assesse" +see note >. %se a m%lti sensory a$$roach so that chil"ren learn vario%sly /rom sim%ltaneo%s vis%al, a%"itory an" 0inaesthetic activities which are "esi#ne" to sec%re essential $honic 0nowle"#e an" s0ills +see note ?. "emonstrate that $honemes sho%l" *e *len"e", in or"er, /rom le/t to ri#ht, Iall thro%#h the wor"I /or rea"in# "emonstrate how wor"s can *e se#mente" into their constit%ent $honemes /or s$ellin# an" that this is the reverse o/ *len"in# $honemes to rea" wor"s ens%re chil"ren a$$ly $honic 0nowle"#e an" s0ills as their /irst a$$roach to rea"in# an" s$ellin# even i/ a wor" is not com$letely $honically re#%lar ens%re that chil"ren are ta%#ht hi#h /re4%ency wor"s that "o not con/orm com$letely to #ra$hemeG$honeme corres$on"ence r%les $rovi"e /i"elity to the teachin# /ramewor0 /or the "%ration o/ the $ro#ramme, to ens%re that these irre#%lar wor"s are /%lly learnt +see note 6. ens%re that as $%$ils move thro%#h the early sta#es o/ ac4%irin# $honics, they are invite" to $ractise *y rea"in# te3ts which are entirely "eco"a*le /or them, so that they e3$erience s%ccess an" learn to rely on $honemic strate#ies +see note @.1 !xplanatory notes Phonic wor0 is *est %n"erstoo" as a *o"y o/ 0nowle"#e an" s0ills a*o%t how the al$ha*et wor0s, rather than one o/ a ran#e o/ o$tional Imetho"sI or Istrate#iesI /or teachin# chil"ren how to rea"1 (or e3am$le, $honic $ro#rammes sho%l" not enco%ra#e chil"ren to #%ess wor"s /rom non $honic cl%es s%ch as $ict%res *e/ore a$$lyin# $honic 0nowle"#e an" s0ills1 Hi#h 4%ality systematic, synthetic $honic wor0 will ma0e s%re that chil"ren learn8 ' #ra$hemeG$honeme +letterGso%n". corres$on"ences + the al$ha*etic $rinci$le. in a clearly "e/ine", incremental se4%enceJ to a$$ly the hi#hly im$ortant s0ill o/ *len"in# +synthesisin#. $honemes, in or"er, all thro%#h a wor" to rea" itJ to a$$ly the s0ills o/ se#mentin# wor"s into their constit%ent $honemes to s$ellJ an" that *len"in# an" se#mentin# are reversi*le $rocesses1\nTeachers will ma0e $rinci$le", $ro/essional 2%"#ements a*o%t when to start on a systematic, synthetic $ro#ramme o/ $honic wor0 *%t it is reasona*le to e3$ect that the #reat ma2ority o/ chil"ren will *e ca$a*le o/, an" *ene/it /rom "oin# so *y the a#e o/ /ive1 It is e4%ally im$ortant /or the\n$ro#ramme to *e "esi#ne" so that chil"ren *ecome /l%ent rea"ers havin# sec%re" wor" reco#nition s0ills *y the en" o/ 0ey sta#e one1 : The $ro#ramme sho%l" intro"%ce a "e/ine" initial #ro%$ o/ consonants an" vowels, ena*lin# chil"ren, early on, to rea" an" s$ell many sim$le CVC wor"s1 I/ the $ro#ramme is hi#h 4%ality, systematic an" synthetic it will, *y "esi#n, ma$ incremental $ro#ression in $honic 0nowle"#e an" s0ills1 It sho%l" there/ore ena*le teachers to8 trac0 chil"renIs $ro#ressJ assess /or /%rther learnin# an" i"enti/y inci$ient "i//ic%lties, so that a$$ro$riate s%$$ort can *e $rovi"e"1 6%lti sensory activities sho%l" *e interestin# an" en#a#in# *%t /irmly /oc%se" on intensi/yin# the learnin# associate" with its $honic #oal1 They sho%l" avoi" ta0in# chil"ren "own a circ%ito%s ro%te only ten%o%sly lin0e" to the #oal1 This means avoi"in# over ela*orate activities that are "i//ic%lt to mana#e an" ta0e too lon# to com$lete, th%s "istractin# the chil"ren /rom concentratin# on the learnin# #oal1 The $ro#ramme sho%l" not ne#lect en#a#in# an" hel$/%l a$$roaches to the more challen#in# levels where chil"ren have to "istin#%ish *etween $honically irre#%lar #ra$hemes an" $honemes1 It is im$ortant that te3ts are o/ the a$$ro$riate level /or chil"ren to a$$ly an" $ractise the $honic 0nowle"#e an" s0ills that they have learnt1 Chil"ren sho%l" not *e e3$ecte" to %se strate#ies s%ch as whole wor" reco#nition an"Gor c%es /rom conte3t, #rammar, or $ict%res1\nContinuant consonant p onemes 4stretc y p onemes6 This set can *e $rono%nce" witho%t any a""e" schwa so%n" H%h98\n+as in Hfan9. +as in H at9.\n+as in le#9.\n+as in Hman9.\n+as in Hnet9.\n+as in Hrat9.\n+as in Hs%n9.\n+as in 7"et9.\n+as in 8i$.\n+as in s o$.\n+as in t is.\n+as in t in#.\n+as in sing.\n+as in vision.\nStop consonant p onemes This set can *e $rono%nce" witho%t any a""e" schwa so%n" H%h91 They are %nvoice" so%n"s1 c +as in cat. p +as in pen. t +as in ta$. c +as in c i$.\nStop consonant p onemes It is har"er to #et ri" o/ the H%h9 at the en" o/ this ne3t set o/ so%n"s1 They are voice" so%n"s 1$ +as in $e". d +as in do#. g +as in gate6 % +as in %am. ' +as in 'i#6 y +as in yet.\na +as in cat.\n9o'els ( short e i +as in *e". +as in sit.\no +as in ro".\nu +as in s%n.\n+as in "ay.\nee +as in /eet. ear +as in "ear.\nig +as in ni#ht.\no' +as in cow.\n9o'els( stretchy oo oo ar +as in +as in +as in *oot. loo0. /arm.\nor +as in /or.\nair +as in /air.\nur +as in h%rt.\noi +as in coin.\nure +as in s%re.\nP1+:#C R,)!S A:- PATT!R:S; 31#C1 <A* =! ,S!>,) AT !AC1 ST!P +> P)A*#:G 3#T1 S+,:-S\nIn En#lish there are '6 letters which re$resent >> $honemes1 These $honemes are re$resente" *y ->, "i//erent letter com*inations1 A/ter a short vowel, wor"s en" in Hss9 instea" o/ Hs9, // instea" o/ H/9, ll instea" o/ Hl9, KK instea" o/ HK9 +e# hiss, whiff, hill, /i88.1 A/ter a short vowel, wor"s en" in Hc09 instea" o/ H09 +e# lic0.1 :=/ T ese are t e only consonants ' ic dou$le in t is position/ At the en" o/ a wor" GvG is %s%ally s$elle" Hve9 +e# ha"e, li"e.1 CCVC wor"s8 A/ter a short vowel, wor"s en" in Hss9 instea" o/ Hs9, H//9 instea" o/ H/9, Hc09 instea" o/ H09, Hll9 instea" o/ Hl9 +e#1 "ress, sniff, *loc&, /rill.1 This is the same as CVC wor"s at Ste$ >1 CVCC wor"s8 A/ter a consonant, wor"s en" in H/9 instea" o/ H//9, H09 instea" o/ Hc09 +e# shelf, sin&.1 GlG "oesn9t a$$ear in /inal $osition an" GsG only as a $l%ral +an" there/ore re$resente" *y Hs9.1\nA/ter a "i#ra$h, wor"s en" in H/9 instea" o/ H//9, H09 instea" o/ Hc09, Hl9 instea" o/ Hll9 +e# s%rf, $ar&, heel., Hce9 or Hse9 instea" o/ Hss91 )e#ional $ron%nciation8 +this is relevant in areas where H$ath9 is $rono%nce" H$arth9. GarG /ollowe" *y GsG +e# #rass., GthG +e# *at . or a consonant cl%ster +e# $lant, as&, clasp. is written Ha91 ;here it is /ollowe" *y GsG, this is written Hss9 +e# #lass.1\nT is ta$le s o's ' at position in a 'ord "o'el p onemes are most li&ely to occur/\nIn other wor"s, which re$resentation is most li0ely in initialGme"ialG/inal $osition in a monosylla*ic wor"E 7etters in *rac0ets show less li0ely re$resentations1 <ost li&ely "o'el p oneme in #nitial and <edial position in a 'ord ai a e ea ee +e e. <ost li&ely p oneme in >inal position in a 'ord ay ee e ea +wor"s with - sylla*le. y +wor"s with ' or more sylla*les.\ni e +i#h i ie.\ny +ie i#h.\noa o e +o ow.\now +o oe.\noo % e\new +oo %e.\nir %r er +ear or.\nir %r er\naw or a +a%#h o%#h.\nore aw +oor.\noo % +o%l.\nare +air ear. ear eer\nL areas o/ the co%ntry in which H*ath9 is $rono%nce" H* ar th9\n)ist of P onemes\nThis is a sim$le ta*le showin# the >> $honemes #enerally reco#nise" as those o/ !ritish )eceive" Pron%nciation +)P. an" one s$ellin# /or each is #iven1 The corres$on"ences #iven here can *e %se" e4%ally in the #ra$heme to $honeme "irection nee"e" /or rea"in# an" in the $honeme to #ra$heme "irection nee"e" /or s$ellin#1 This list is ta0en /rom the H7etters an" So%n"s9 $ro#ramme *%t there are variations in other SSP $ro#rammes which are %se" in schools1\nConsonant p onemes; 'it sample 'ords -1 G*G C *at -:1 GsG C s%n '1 G0G C cat :1 G"G C "o# >1 G/G C /an ?1 G#G C #o 61 GhG C hen @1 G2G C 2et A1 GlG C le# D1 GmG C ma$ -,1 GnG C net --1 G$G C $en -'1 GrG C rat ->1 GtG C ta$ -?1 GvG C van -61 GwG C wi# -@1 GyG C yes -A1 GKG C Ki$ -D1 GshG C sho$ ',1 GchG C chi$ '-1 GthG C thin ''1 GthG C then ':1 Gn#G C rin# '>1 GKhG C vision-\n9o'el p onemes; 'it sample 'ords -1 GaG C ant -:1 GoiG C coin '1 :1 >1 ?1 61 @1 A1 D1 GeG C e## GiG C in GoG C on G%G C %$ GaiG C rain GeeG C /eet Gi#hG C ni#ht GoaG C *oat ->1 GarG C /arm -?1 GorG C /or -61 G%rG C h%rt -@1 GairG C /air -A1 GearG C "ear -D1 G%reG C s%re' ',1 G G C corner +the Hschwa9 C an %nstresse" vowel so%n" which is close to G%G.\n-,1 GooG C *oot --1 GooG C loo0 -'1 GowG C cow\nThe #ra$heme HKh9 "oes not occ%r in En#lish wor"s, *%t GKhG is a lo#ical way o/ re$resentin# this isolate" $honeme on $a$er8 there is no other sim$le an" o*vio%s way, an" the $honeme is the H*%KKin#9 +voice". version o/ the Hwhis$ery9 +%nvoice". so%n" GshG, 2%st as GKG is the voice" version o/ GsG1 !eca%se this so%n" "oes not occ%r in sim$le CVC wor"s, however, it can *e omitte" in Phase Three1 This $honeme "oes not occ%r in all accents1 It occ%rs only i/ $eo$le $rono%nce wor"s s%ch as s%re an" $oor with an GooerG vowel so%n", not i/ they $rono%nce them as shaw an" $aw1 It, too, can *e omitte" in Phase Three, an" $erha$s even $ermanently1\nSection 3 ? Planning and Assessment\nOverview o/ $honics 0nowle"#e to *e covere" in Bey sta#e Plannin# e3em$li/ication o o o 7etters an" So%n"s $lannin# /or Phase : A wee09s "iscrete $honics teachin# C $hase ? &aily "irect teachin# o/ $honics\n!lan0 Plannin# "oc%ments o o o 7etters an" So%n"s $lannin# A wee09s "iscrete $honics teachin# &aily "irect teachin# o/ $honics\n)etters and Sounds 3ee&ly Planning -ocument P ase 3\n<onday Teach GchG Tuesday Teach GshG 3ednesday Teach GthG T ursday Teach Gn#G >riday )evise $honemes )eco#nition /or rea"in# /rieKe %sin# GchG etc1 an" any insec%re $honemes )evise any o/ > consonant "i#ra$hs which nee" /%rther $ractice1 Contin%e al$ha*et son# +silly voices. PD' Practise H( wor"s1 )evision o/\nRe"isit and re"ie' Practise )eco#nition $revio%sly /or rea"in# learne" letters or (lashcar"s /or #ra$hemes set 6 #ra$hemes Teac Teach new #ra$hemes\n)ecall /or s$ellin# (ans with set @ #ra$hemes $l%s GchG\n)eco#nition /or rea"in# C I;! sets 6G@ an" GchG an" GshG\n)ecall /or s$ellin# C 5%ic0write set @ #ra$hemes $l%s GchG GthG an" GshG : $art lesson /or Gn#G +$A7MS. an" <olly $honics1 Contin%e to sin# al$ha*et son#, $oint to letters whilst sin#in# PD' Practise H( wor"s1 )evision o/ $hase ' wor"s $l%s\nTeach - or ' tric0y wor"s\n: $art lesson /or GchG +$A7MS. an" <olly $honics1 Contin%e to sin# al$ha*et son#, $oint to letters whilst sin#in# PD- +7MS. 7earnin# to rea" tric0y wor"s we, me, *e\n: $art lesson /or GshG +$A7MS. an" <olly $honics1 Contin%e to sin# al$ha*et son#, $oint to letters whilst sin#in# PD:1 )evise $revio%s tric0y wor"s he, she an" recall we, me, *e1 7oo0 at $atternGs$ell\n: $art lesson /or GthG +$A7MS. an" <olly $honics1 Contin%e to sin# al$ha*et son#, $oint to letters whilst sin#in# PD>1 Teach rea"in# two sylla*le wor"s1\nwill, that, then, this,\nwill, that, then, this\nPA6 co%nt"own 6i3 o/ GchG GshG an" GthG list wor" car"s $-,-\nPractise Practise *len"in# an" rea"in# wor"s with a new =PC\nPA? +7MS. ;hat9s in the *o3E ;or" car"s /rom GchG list $-,PAAPhoneme /rame +' letter #ra$hemes section. GchG an" GshG\nPractise se#mentin# an" s$ellin# wor"s with new =PC\nPAD 4%ic0 write %sin# wor"s /rom GchG GshG GthG an" Gn#G wor"s $-,$1D? +7MS. )ea"in# a ca$tion Hmatchin#9 +with teacher. Hchic0en an" chi$s9 PD@ "emo writin# Ha moth in with a chi$9\nPD, /%ll circle %sin# wor"s /rom #ame list\nAPP)* )ea" or write ca$tionGsentence %sin# - or more tric0y wor"s containin# the new #ra$hemes\n$1D? +7MS. )ea"in# a ca$tion Hmatchin#9 +with teacher. Hchic0en an" chi$s9\nPD@ "emo writin# H/ish in a "ish9\n;rite sentence with wor" missin#1 Han" o%t wor"s C one correct to match1\nA 'ee&@s discrete p onics teac ing ? P ase A\n<+:-A* )evisit $honemes an" #ra$hemes we alrea"y 0now an" learn a new #ra$heme /or the $honeme GaiG1 T,!S-A* )evisit $honemes an" #ra$hemes we alrea"y 0now an" learn a new #ra$heme /or the $honeme GeeG1 3!-:!S-A* )evisit $honemes an" #ra$hemes we alrea"y 0now an" learn a new #ra$heme /or the $honeme Gi#hG1 T1,RS-A* )evisit $honemes an" #ra$hemes we alrea"y 0now an" learn a new #ra$heme /or the $honeme GaeG1 >R#-A* )evisit $honemes an" #ra$hemes we alrea"y 0now an" learn to rea" two sylla*le wor"s that contain the vowel "i#ra$hs we have loo0e" at this wee0 Share learnin# o*2ectives /or the "ay8 ;e shall *e *len"in# an" se#mentin# /or s$ellin# in wor"s an" sentences\nShare learnin# o*2ectives /or the "ay8 ;e shall *e *len"in# an" se#mentin# /or s$ellin# in wor"s an" sentences\n)evisit the GaiG $honeme /rom $hases : an" > !len" wor"s /or rea"in# R!9#S#T A:- R!9#!3 Se#ment wor"s /or s$ellin#\nUsin# /lashcar"s revisit #ra$hemes GaiG, GayG, GeeG )ea" H( tric0y wor" H6r9\nUsin# /lashcar"s revisit #ra$hemes GaiG, GayG, Gee,\nUsin# /lashcar"s revisit #ra$hemes GaiG, GayG, GeeG,\n)ea" H( tric0y wor" H6rs9 )evisit some $revio%sly learne" tric0y wor"s C )evisit some $revio%sly learne" tric0y wor"s C\n)ea" H( tric0y wor" H$eo$le9 )evisit some $revio%sly learne" tric0y wor"s CHthere9,\nUsin# HCo%nt"own9 reso%rces rea" a list o/ wor"s %sin# all =PCs covere" this wee01 Use timer to *eat tar#et time1\nHthe9, Hher9, Hwhen91\n)ea" sentence to#ether containin# new tric0y wor"1 Practise writin# the tric0y wor" Hsome9 %sin# a $honeme /rame1\nHsai"9, Hthey9, Hhave9, Hsome9, Hto9, H6r91\n)ea" sentence to#ether containin# new tric0y wor"1 Practise writin# the tric0y wor" Hcome9 %sin# a $honeme /rame1\n)ea" sentence to#ether containin# new tric0y wor"1 Practise writin# the tric0y wor" Hhave9 %sin# a $honeme /rame1\nTeach the new #ra$heme\nIntro"%ce Hay9 within tar#ets wor"s1 Ta0e /%rther s%##estions /rom the chil"ren1 I"enti/y the $osition o/ the Hay9 #ra$heme within the tar#et wor"s1 &emonstrate se#mentin# $honemes %sin# a $honeme /rame1\nUsin# !est *et9 reso%rces revisit $revio%sly learnt =PC Hee9 in tar#et wor"s as rea"in#1 Intro"%ce new #ra$heme\nUsin# !est *et9 reso%rces revisit $revio%sly learnt =PC Hi#h9 in tar#et wor"s as rea"in#1 Intro"%ce new #ra$heme\nTeach the s$lit "i#ra$h Ha e91 &emonstrate how the s$lit "i#ra$h chan#es 6ae9 into\n)e$eat with more tar#et wor"s C e1#1 Hcame9, Hshame9,\nHea9 I as a /lashcar"1\n;rite tar#et wor"s on *oar"1 Investi#ate /%rther list o/ tar#et wor"s containin# Hee9 /ollowe" *y H"9 + most wor"s %se #ra$heme Hee9 /ollowe" *y H"9. &emonstrate as se#mentin# one tar#et wor" that %ses Hea9 /ollowe" *y H"9 C Hrea"9 C on a $honeme /rame1 Usin# a $honeme /rame chil"ren to s$ell a new list o/ tar#et wor"s either in"ivi"%ally or wor0in# with a $artner1 Hrea"9,\nHie9 I as a /lashcar"1\n;rite tar#et wor"s on *oar"1 As0 the chil"ren /or other s%##estions where they can hear an GieG $honeme at the en" o/ the wor"1 &emonstrate as se#mentin# one o/ the new tar#et wor"s on a $honeme /rame\n&emonstrate how to recor" the s$lit "i#ra$h1\nSo%n" tal0 list o/ wor"s containin# two sylla*le wor"s an" =PCs covere" thro%#ho%t the wee01 &emonstrate so%n" tal0 o/ a two sylla*le wor" containin# =PCs covere" thro%#ho%t the wee0 e1#1 Hcrayon C c r ay C\ncray o n ,on crayon9\n)e$eat with another tar#et wor"1 Cla$ sylla*les in wor"s &emonstrate on a $honeme /rame how yo% wo%l" se#ment a two sylla*le wor"1\nUsin# a $honeme /rame chil"ren to s$ell a new list o/ tar#et wor"s either in"ivi"%ally or wor0in# with a $artner1 HShow me9 activity o*servin# an" "ealin# with any misconce$tions1 Practise *len"in# /or rea"in# all tar#et wor"s1\nUsin# a $honeme /rame chil"ren to s$ell a new list o/ tar#et wor"s either in"ivi"%ally or wor0in# with a $artner1 H$ie9, Hlie9,\nUsin# a $honeme /rame chil"ren to s$ell a new list o/ tar#et wor"s either in"ivi"%ally or wor0in# with a $artner1 H#ame9, Htame9,\nUsin# a $honeme /rame chil"ren to s$ell a new list o/ two sylla*le tar#et wor"s either in"ivi"%ally or wor0in# with a $artner1 Hs$raye"9, Hrainin#9,\nHlea"9, H*rea"9, H#ree"91\nHShow me9 activity o*servin# an" "ealin# with any misconce$tions1 Practise *len"in# /or rea"in# all tar#et wor"s1 &isc%ss any o*servations o/ $atterns in tar#et wor"s\nHShow me9 activity o*servin# an" "ealin# with any misconce$tions1 Practise *len"in# /or rea"in# all tar#et wor"s1\nA"a$te" /rom C77& Phase ?\nChil"ren to rea" $re$are" tar#et sentence incl%"in# tar#et wor"s an" $revio%sly learne" hi#h /re4%ency wor"s1 Chil"ren to write "ictate" sentence a$$lyin# all new an" $revio%sly learne" =PCs1 Enco%ra#e chil"ren to $roo/rea" the "ictate" sentences a#ainst the $re$are" sentence, with a $artner1 Chil"ren to /ee"*ac0 s%ccesses an" iss%es1\nASS!SS )!AR:#:G CR#T!R#A\nOrally se#ment $honemes within wor"s1 =ive the so%n" when shown any /oc%s #ra$hemes1 (or any #iven so%n" write the common #ra$heme1 A$$ly $honics 0nowle"#e an" s0ill when rea"in# an" s$ellin# %n/amiliar wor"s that are not com$letely "eco"a*le1 )ea" a sentence that incl%"es irre#%larGhi#h /re4%ency wor"s1 ;rite a sentence that incl%"es irre#%larGhi#h /re4%ency wor"s, /ormin# the letters correctly1\n-A#)* -#R!CT T!AC1#:G +> P1+:#C SC#))S A:- C:+3)!-G!\nR!9#S#T and R!9#!3 )ecently an" $revio%sly learne" $honeme #ra$heme corres$on"encesG*len" in# se#mentin# s0ills Play noisy letters %sin# Ci#h, %r, er, ar, ee, n#, ch, ai, sh, ar <onday T!AC1 New $honeme #ra$heme corres$on"ences, s0ills o/ *len"in# an" se#mentin#\n3!!C =!G#::#:GDDDDDDDDDDDDDDDDDDDD PRACT#S! New $honeme #ra$heme corres$on"ences, s0ills o/ *len"in# an" se#mentin# APP)* New 0nowle"#e an" s0ills while rea"in#Gwritin#\nTell the chil"ren they are #oin# to learn a new $honeme which ma0es the so%n" Hear91 E3$lain it is ma"e %$ o/ : letters *%t ma0es one so%n"1 Tell them Tessa is a little nervo%sG%ns%re an" nee"s their hel$1 As0 chil"ren to thin0 o/ an action to hel$ Tessa remem*er Hear9 +t%# ear.1 Say the wor" Hyear9, so%n" tal0 it, re$eat with chil"ren 2oinin# in1 Say the wor" H/ear9 as0 chil"ren to se#ment then orally *len"1 )e$eat with H#ear1\n=ive the chil"ren +in $airs. *a#s o/ letters #GtGnG"GhGyGrG/G*Gear an" a white*oar"1 Tell them I have *ro%#ht some new wor"s in /or Tessa to learn an" then #et Tessa to as0 /or their hel$1 Have Tessa select a car" an" rea" the wor" to the chil"ren chil"ren to se#ment an" /orm wor" %sin# the letters1 A/ter a /ew #oes choose a co%$le o/ chil"ren to come o%t an" choose a wor" which they will rea" to their $eers an" then chec0 that they have se#mente" an" *len"e" it correctly1 Tal0 chil"ren thro%#h C $%ttin# each $honeme *ac0 into the *a#\n;rite on white*oar" the /ollowin# yesGno 4%estions Can yo% hear *ees *%KKin# nowE Can yo% hear m%sicE\nTHIS HAS !EEN 7E(T !7ANB (O) NOU TO CONSI&E) ;HAT THE NEXT SESSION SHOU7& CONTAIN IN O)&E) TO ENSU)E CONSO7I&ATION AN& P)O=)ESSSION\nPlay 6aster 6aster %sin# noisy letter car"s\nUsin# $%$$et enco%ra#e chil"ren to "isc%ss the new so%n" that they have learnt this wee0 C ear1 Pro"%ce new so%n" Hair9 an" so%n" tal0 with chil"ren an" $%$$et1 So%n" tal0 the wor" Hhair91 As0 chil"ren to se#ment wor"s H/air9, Hlair9, H$air91\nProvi"e chil"ren with envelo$es o/ letters hGlG$G/Gair1 As0 chil"ren to ma0e the /ollowin# wor"s with their $honeme car"s C Hhair9, H/air9, H$air9, Hlair91\nShow chil"ren 4%estionsJ Is all hair /airE Can a chic0en sit on a chairE Can a coach Koom in to the airE\nAs0 chil"ren to sit in a circle1 )evise recently intro"%ce" $honemes %sin# Tessa +$%o$et. an" $honeme tree1\nUse Tessa to revise recent tric0y wor"s1 Tell chil"ren they are #oin# to learn a new tric0y wor" show car" Hare91 E3$lain that it is one o/ those wor"s that they have to loo0 at an" try an" remem*er1 =ive e3am$le o/ wor" in sentence C H6ari#ol" class are sittin# *ea%ti/%lly19\nTell the chil"ren we are #oin# to $lay a #ame on the I;!1 E3$lain to them that the $irate nee"s hel$ to "eci"e which coins are real #ol" an" which are not1 The real #ol" coins have real wor"s on them an" can #o in the treas%re chest1 Choose "i//erent chil"ren to come %$ an" "eci"e i/ a wor" is real or not1 Note the total they #et correct at the en" an" tell them this is the tar#et to *eat /or ne3t time1\n)ea" to#ether the /ollowin# 4%estions Are /in#ers as lon# as armsE Are the teeth o/ shar0s shar$E &isc%ss an" a#ree on answers +th%m*s %$G"own.\nhtt$8GGwww10ente"1or#1%0Gn#/lG#amesG$oo$&ec0Ov>1ht ml 6on"ay C Tessa +$%$$et.1 7etters #GtGnG"GhGyGrG/G*Gear1 ;or" car"s C #ear, tear, near, "ear, hear, year, rear, /ear, *ear"1 Noisy letter car"s +i#h, %r, er, ar, ee, n#, ch, ai, sh, ar.1 5%estion car"s C can yo% hear *ees *%KKin# nowE Can yo% hear m%sicE T%es"ay C ;e"nes"ay C P%$$et1 7etters i#h, %r, er, ar, ee, n#, ch, ai, sh, ar, ear, air1 5%estion car"s C Is all hair /airE Can a coach Koom into the airE Th%rs"ay C (ri"ay C Hair9 an" Hear9 car"s1 Tric0y wor" car"s C no, #o, I to, he, she, we, me, *e, was, my, yo%, they, her, all, are1 5%estion car"s /or O Are /in#ers as lon# as armsE Are the teeth o/ shar0s shar$E\n)etters and Sounds Planning\n<onday +$%ecti"e Re"isit and re"ie' Practise $revio%sly learne" letters or #ra$hemes Teac Teach new #ra$hemes Tuesday 3ednesday T ursday >riday\nA 'ee&@s discrete p onics teac ing\n<+:-A* T,!S-A* 3!-:!S-A* T1,RS-A* >R#-A*\nR!9#S#T and R!9#!3 )ecently an" $revio%sly learne" $honeme #ra$heme corres$on"encesG*len"in# se#mentin# s0ills T!AC1 New $honeme #ra$heme corres$on"ences, s0ills o/ *len"in# an" se#mentin#\nCommunication; )anguage and )iteracy -e"elopment programme <a&ing 7secure at@ assessments\n<a&ing 7secure at@ %udgements ' en using t e p onic progress trac&ing s eet The $honic $ro#ress trac0in# sheet is "esi#ne" to $rovi"e an overview o/ chil"ren9s $ro#ress thro%#h the $honic $hases1 )e#%lar monitorin# o/ the trac0in# sheet will allow teachers an" mana#ers to ens%re that all chil"ren ma0e e3$ecte" $ro#ress, incl%"in# chil"ren in the most v%lnera*le #ro%$s1 3or&ing on Teachers sho%l" enter chil"ren9s names on the trac0in# sheet, %n"er the a$$ro$riate hal/ term hea"in#, as chil"ren *e#in wor0in# on a $artic%lar $hase1 (or e3am$le, the names o/ those chil"ren who *e#in wor0in# on Phase ' in Se$tem*er sho%l" *e written into the *o3 alon#si"e the Phase ' "escri$tors an" in the /irst a%t%mn col%mn1 As chil"ren *e#in wor0in# on Phase :, their names sho%l" *e written alon#si"e the Phase : "escri$tors an" in the a$$ro$riate Hterm9 col%mn1 Secure at Chil"ren are 2%"#e" to *e sec%re at a $artic%lar $hase once they 0now most o/ the $honemes associate" with that $hase most o/ the time, an" can a$$ly the s0ills o/ *len"in# an" se#mentin# %sin# an a$$ro$riate ran#e o/ #ra$hemeC$honeme corres$on"ences1 6any teachers have a"o$te" a strate#y o/ hi#hli#htin# chil"ren9s names once they are 2%"#e" to *e sec%re at that $hase1 This $rovi"es a sim$le system /or recor"in# an" re$ortin# as necessary +/or e3am$le, to the 7A. the n%m*er o/ chil"ren sec%re at any #iven $hase at any time1 As teachers hi#hli#ht the names o/ chil"ren who are 2%"#e" to *e sec%re at one $hase, it is li0ely that they will, at the same time, write these chil"ren9s names in the *o3 relatin# to the ne3t $honic $hase as chil"ren *e#in wor0in# on the 0nowle"#e an" s0ills associate" with that $hase1 It is im$ortant to remem*er that *o%n"aries *etween the $hases sho%l" not *e seen as /i3e"1 (or e3am$le, some chil"ren will *e intro"%ce" to Phase : #ra$hemes *e/ore they are sec%re at Phase ', while contin%in# to $ractise the s0ills o/ *len"in# an" se#mentation1 Similarly, some chil"ren will learn to *len" an" se#ment wor"s containin# a"2acent consonants "%rin# Phase ' or :, rather than waitin# %ntil Phase >1 <a&ing secure %udgements a$out 7secure at P ase 2@ The $%r$ose o/ Phase ' is to teach chil"ren at least -D #ra$hemes an" move them on /rom oral *len"in# an" se#mentation to *len"in# an" se#mentin# with letters1 This $hase sho%l" ta0e %$ to 6 wee0s1 Chil"ren are sec%re at Phase ' when they can8 #ive the so%n" when shown any Phase ' #ra$heme, sec%rin# /irst the starter letters s, a, t, $, i, n /in" /rom a "is$lay any Phase ' #ra$heme when #iven the so%n" orally *len" an" se#ment CVC wor"s *len" an" se#ment in or"er to rea" an" s$ell +%sin# ma#netic letters. VC wor"s s%ch as i/, am, on, %$ an" Hsilly names9 s%ch as i$, %#, an" oc01 The ma2ority o/ the evi"ence /or the /o%r *%llet $oints a*ove can *e #athere" c%m%latively "%rin# the "aily "iscrete $honics sessions, $artic%larly "%rin# the Hrevisit an" review9 an" Ha$$ly9 sections1 TeachersG $ractitioners sho%l" also, o/ co%rse, collect a""itional evi"ence /rom their o*servations o/ chil"ren rea"in# in"e$en"ently C /or e3am$le, in #%i"e" rea"in# sessions or in the *oo0 corner, or /rom their writin#, s%ch as in #%i"e" writin# sessions or in in"e$en"ent activities1 It is cr%cial that chil"ren have meanin#/%l o$$ort%nities to $ractise, consoli"ate an" e3ten" their $honic s0ills an" 0nowle"#e in a *roa" ran#e o/ conte3ts, thro%#ho%t the settin#, in"oors an" o%t"oors an" thro%#ho%t the "ay1 O*servation o/ chil"ren9s achievements in sel/ initiate" activities will rea//irm the o*servations ma"e "%rin# a"%lt le" $honics, rea"in# an" writin# sessions1 )eco#nisin# that some chil"ren, $artic%larly *oys, are more li0ely to choose to write o%tsi"e than insi"e, teachersG$ractitioners sho%l" ens%re that o$$ort%nities, reso%rces an" s%$$ortive a"%lts are always availa*le in the o%t"oor learnin# environment1 ;hen o*servin# a chil" rea"in#, the 4%estion the $ractitioner sho%l" *e as0in# in relation to Phase ' is8 HIs the chil" %sin# hisGher $honic 0nowle"#e an" s0ills to i"enti/y the $honemes in a wor" an" *e#innin# to *len" them in or"er to rea" wor"sE9\n;hen o*servin# a chil" writin#, the 4%estion the $ractitioner sho%l" *e as0in# in relation to Phase ' is8 HIs the chil" %sin# hisGher $honic 0nowle"#e an" s0ills in hisGher writin#, e1#1 *e#innin# to orally se#ment wor"s an" attem$tin# to write, or %se ma#netic letters to /orm wor"s, %sin# the #ra$hemes heGshe 0nowsE9 In in"e$en"ent rea"in# an" writin#, chil"ren sho%l" 0now most o/ the Phase ' #ra$hemeC$honeme corres$on"ences most o/ the time1 >requently as&ed questions - &o chil"ren nee" to *e a*le to rea" an" write CVC wor"s to *e sec%re at Phase 'E ' Some chil"ren may *e %na*le to rea" an" s$ell CVC wor"s in"e$en"ently *y the en" o/ Phase '1 However, as lon# as they are a*le to *len" an" se#ment CVC wor"s orally an" 0now most o/ the Phase ' #ra$hemes most o/ the time, they can $ro#ress to Phase : where they will contin%e to $ractise the s0ills o/ CVC *len"in# an" se#mentation1 : ;hat a*o%t chil"ren who are %na*le to orally se#ment CVC wor"sE > Chil"ren who cannot orally se#ment CVC wor"s, e1#1 chil"ren who say G$G GiG GtG when as0e" to so%n" tal0 H$in9 are not yet sec%re at Phase '1 Teachers an" $ractitioners nee" to ens%re that these chil"ren have $lenty o/ o$$ort%nities to $ractise oral *len"in# an" se#mentation *oth in $honics sessions an" thro%#ho%t the "ay, as witho%t these necessary s0ills, chil"ren will not $ro#ress to *ecome con/i"ent rea"ers an" writers1 <a&ing secure %udgements a$out 7secure at P ase 3@ The $%r$ose o/ Phase : is to teach chil"ren another '? #ra$hemes an" /%rther "evelo$ their a*ility to a$$ly the s0ills o/ *len"in# /or rea"in# an" se#mentation /or s$ellin#1 This $hase sho%l" ta0e %$ to -' wee0s1 Chil"ren are sec%re at Phase : when they can8 #ive the so%n" when shown all or most Phase ' an" Phase : #ra$hemes /in" /rom a "is$lay all or most Phase ' an" : #ra$hemes when #iven the so%n" *len" an" rea" CVC wor"s consistin# o/ Phase ' an" : #ra$hemes se#ment an" ma0e a $honemically $la%si*le attem$t at s$ellin# CVC wor"s %sin# Phase ' an" : #ra$hemes1 The ma2ority o/ the evi"ence /or the /o%r *%llet $oints a*ove can *e #athere" c%m%latively "%rin# the "aily "iscrete $honics sessions, $artic%larly "%rin# the Hrevisit an" review9 an" Ha$$ly9 sections1 Teachers an" $ractitioners sho%l" also o/ co%rse collect a""itional evi"ence /rom their o*servations o/ chil"ren rea"in# in"e$en"ently, /or e3am$le in #%i"e" rea"in# sessions or in the *oo0 corner, or /rom their writin#, either in #%i"e" writin# sessions or in in"e$en"ent activities1 It is cr%cial that chil"ren have meanin#/%l o$$ort%nities to $ractise, consoli"ate an" e3ten" their $honic s0ills an" 0nowle"#e in a *roa" ran#e o/ conte3ts, thro%#ho%t the settin#, in"oors an" o%t"oors an" thro%#ho%t the "ay1 O*servation o/ chil"ren9s achievements in sel/ initiate" activities will rea//irm the o*servations ma"e "%rin# a"%lt le" $honics, rea"in# an" writin# sessions1 )eco#nisin# that some chil"ren, $artic%larly *oys, are more li0ely to choose to write o%tsi"e than insi"e, teachers an" $ractitioners sho%l" ens%re that o$$ort%nities, reso%rces an" s%$$ortive a"%lts are always availa*le in the o%t"oor learnin# environment1 ;hen o*servin# a chil" rea"in#, the 4%estion the $ractitioner sho%l" *e as0in# in relation to Phase : is8 HIs the chil" %sin# hisGher $honic 0nowle"#e an" s0ills to i"enti/y the $honemes in a wor" an" *len"in# them in or"er to rea" sin#le sylla*le wor"s consistin# o/ Phase ' an" : #ra$hemesE9 ;hen o*servin# a chil" writin#, the 4%estion the $ractitioner sho%l" *e as0in# in relation to Phase : is8 HIs the chil" %sin# hisGher $honic 0nowle"#e an" s0ills to se#ment sin#le sylla*le wor"s an" ma0in# $honemically $la%si*le attem$ts at s$ellin# %sin# Phase ' an" : #ra$hemesE9 In in"e$en"ent rea"in# an" writin#, chil"ren sho%l" 0now most o/ the Phase ' an" : #ra$heme $honeme corres$on"ences most o/ the time1 !y the en" o/ Phase :, chil"ren will have *een ta%#ht one re$resentation /or each o/ the common so%n"s in En#lish +e3cl%"in# GKhG.1 In or"er to *e sec%re at Phase :, they m%st *e a*le to ma0e $honemically $la%si*le attem$ts at most o/ the wor"s they wish to %se, %sin# the #ra$hemeC$honeme corres$on"ences they have *een ta%#ht1 6any chil"ren will also *e a*le to rea" two sylla*le wor"s an" sim$le ca$tions1 The s0ills o/ *len"in# an" se#mentin# sho%l" *e well esta*lishe" *y the en" o/ Phase :1\n>requently as&ed questions How many #ra$hemeC$honeme corres$on"ences "o chil"ren nee" to 0now to *e consi"ere" sec%re at Phase :E Chil"ren sho%l" 0now one way o/ writin# every so%n" they can hear in wor"s +aro%n" >: $honemes, "e$en"in# on local accent. an" sho%l" *e a*le to a$$ly this 0nowle"#e in their in"e$en"ent writin#1 A chil" in my class can #ive the so%n"s /or all the #ra$hemes she has *een ta%#ht "%rin# the revisit an" review $art o/ the "aily $honics session, *%t she "oesn9t seem to *e a*le to %se these #ra$hemes in her writin#1 &o yo% thin0 she is sec%re at Phase :E Chil"ren who are %na*le to ma0e a $honemically $la%si*le attem$t at writin# %sin# ta%#ht #ra$hemes are not yet sec%re at Phase :1 These chil"ren nee" on#oin# o$$ort%nities to $ractise oral *len"in# an" se#mentation to ens%re that they can hear all the so%n"s in wor"s, an" /%rther consoli"ation o/ their 0nowle"#e o/ #ra$hemeC$honeme corres$on"ences in a ran#e o/ conte3ts1 <a&ing secure %udgements a$out 7secure at P ase E@ The $%r$ose o/ Phase > is to consoli"ate chil"ren9s 0nowle"#e o/ Phase ' an" : #ra$hemes an" teach *len"in# an" se#mentin# o/ a"2acent consonants an" $olysylla*ic wor"s1 This $hase sho%l" ta0e >C6 wee0s1 Chil"ren are sec%re at Phase > when they can8 #ive the so%n" when shown any Phase ' an" Phase : #ra$hemes /in" /rom a "is$lay any Phase ' an" : #ra$heme when #iven the so%n" *len" rea" wor"s containin# a"2acent consonants se#ment s$ell wor"s containin# a"2acent consonants1 The ma2ority o/ the evi"ence /or the /o%r *%llet $oints a*ove can *e #athere" c%m%latively "%rin# the "aily "iscrete $honics sessions, $artic%larly "%rin# the Hrevisit an" review9 an" Ha$$ly9 sections1 TeachersG $ractitioners sho%l" also o/ co%rse collect a""itional evi"ence /rom their o*servations o/ chil"ren rea"in# in"e$en"ently, /or e3am$le in #%i"e" rea"in# sessions or in the *oo0 corner, or /rom their writin#, either in #%i"e" writin# sessions or in in"e$en"ent activities1 It is cr%cial that chil"ren have meanin#/%l o$$ort%nities to $ractise, consoli"ate an" e3ten" their $honic s0ills an" 0nowle"#e in a *roa" ran#e o/ conte3ts, thro%#ho%t the settin#, in"oors an" o%t"oors an" thro%#ho%t the "ay1 O*servation o/ chil"ren9s achievements in sel/ initiate" activities will rea//irm the o*servations ma"e "%rin# a"%lt le" $honics, rea"in# an" writin# sessions1 )eco#nisin# that some chil"ren, $artic%larly *oys, are more li0ely to choose to write o%tsi"e than insi"e, teachers an" $ractitioners sho%l" ens%re that o$$ort%nities, reso%rces an" s%$$ortive a"%lts are always availa*le in the o%t"oor learnin# environment1 ;hen o*servin# a chil" rea"in#, the 4%estion the $ractitioner sho%l" *e as0in# in relation to Phase > is8 HIs the chil" %sin# hisGher $honic 0nowle"#e an" s0ills to i"enti/y the $honemes in a wor" an" *len"in# them in or"er to rea" sin#le sylla*le wor"s consistin# o/ Phase ' an" : #ra$hemes an" a"2acent consonantsE9 ;hen o*servin# a chil" writin#, the 4%estion the $ractitioner sho%l" *e as0in# in relation to Phase > is8 HIs the chil" %sin# hisGher $honic 0nowle"#e an" s0ills to se#ment sin#le sylla*le wor"s incl%"in# a"2acent consonants an" ma0in# $honemically $la%si*le attem$ts at s$ellin# %sin# Phase ' an" : #ra$hemesE9 Some s$ellin#s may *e inacc%rate at this sta#e, *%t chil"ren9s letter 0nowle"#e alon# with their a*ility to se#ment sho%l" allow them to ma0e a #oo" attem$t at writin# many o/ the wor"s they wish to %se1 In in"e$en"ent rea"in# an" writin#, chil"ren sho%l" 0now an" %se correctly most o/ the Phase ' an" : #ra$heme $honeme corres$on"ences most o/ the time an" rea" an" write $honemically $la%si*le re$resentations o/ wor"s containin# a"2acent consonants1 >requently as&ed questions A chil" in my class can *len" a"2acent consonants /or rea"in# *%t he can9t se#ment a"2acent consonants at the en" o/ wor"s in his writin#1 Is he sec%re at Phase >E Chil"ren who are %na*le to se#ment to s$ell wor"s containin# a"2acent consonants at the *e#innin# an" en" o/ wor"s are not yet sec%re at Phase >1 These chil"ren nee" more $ractice in oral se#mentation o/ a"2acent consonants an" then re$resentin# them in writin#1\n<a&ing secure %udgements a$out 7secure at P ase A@ The $%r$ose o/ Phase ? is to teach alternative $ron%nciations /or 0nown #ra$hemes, an" teach new #ra$hemes an" their alternative $ron%nciations1 &%rin# Phase ?, chil"ren will learn to choose the a$$ro$riate #ra$heme to re$resent $honemes an" *e#in to *%il" wor" s$eci/ic 0nowle"#e o/ the s$ellin# o/ wor"s1 This $hase sho%l" contin%e thro%#ho%t Near - +a$$ro3imately :, wee0s.1 Chil"ren are sec%re at Phase ? when they can8 #ive the so%n" when shown any #ra$heme that has *een ta%#ht write the common #ra$hemes /or any #iven so%n" %se $honic s0ill an" 0nowle"#e as the $rime a$$roach to rea"in# an" s$ellin# %n/amiliar wor"s, incl%"in# those that are not com$letely "eco"a*le rea" an" s$ell $honically "eco"a*le two sylla*le an" three sylla*le wor"s1 The ma2ority o/ the evi"ence /or the /o%r *%llet $oints a*ove can *e #athere" c%m%latively "%rin# the "aily "iscrete $honics sessions, $artic%larly "%rin# the Hrevisit an" review9 an" Ha$$ly9 sections1 Teachers an" $ractitioners sho%l" also o/ co%rse collect a""itional evi"ence /rom their o*servations o/ chil"ren rea"in# in"e$en"ently, /or e3am$le in #%i"e" rea"in# sessions or in the *oo0 corner, or /rom their writin#, either in #%i"e" writin# sessions or in in"e$en"ent activities1 It is cr%cial that chil"ren have meanin#/%l o$$ort%nities to $ractise, consoli"ate an" e3ten" their $honic s0ills an" 0nowle"#e in a *roa" ran#e o/ conte3ts, thro%#ho%t the settin#, in"oors an" o%t"oors an" thro%#ho%t the "ay1 O*servation o/ chil"ren9s achievements in sel/ initiate" activities will rea//irm the o*servations ma"e "%rin# a"%lt le" $honics, rea"in# an" writin# sessions1 )eco#nisin# that some chil"ren, $artic%larly *oys, are more li0ely to choose to write o%tsi"e than insi"e, teachers an" $ractitioners sho%l" ens%re that o$$ort%nities, reso%rces an" s%$$ortive a"%lts are always availa*le in the o%t"oor learnin# environment1 ;hen o*servin# a chil" rea"in#, the 4%estion the $ractitioner sho%l" *e as0in# in relation to Phase ? is8 HIs the chil" a$$lyin# hisGher $honic 0nowle"#e an" s0ills, incl%"in# 0nowle"#e o/ alternative $ron%nciations, as the $rime a$$roach to rea"in# %n/amiliar wor"s, incl%"in# those that are not com$letely "eco"a*leE9 ;hen o*servin# a chil" writin#, the 4%estion the $ractitioner sho%l" *e as0in# in relation to Phase ? is8 HIs the chil" a$$lyin# hisGher $honic 0nowle"#e an" s0ills in writin# %n/amiliar wor"s, incl%"in# those that are not /%lly "eco"a*le an" is heGshe *e#innin# to consi"er correct s$ellin# choicesE9 Some s$ellin#s may *e inacc%rate at this sta#e, *%t chil"ren9s 0nowle"#e o/ #ra$hemes, alon# with their a*ility to se#ment, sho%l" allow them to ma0e a #oo" attem$t at writin# most o/ the wor"s they wish to %se1 >requently as&ed questions ;hich #ra$hemes "o chil"ren nee" to *e a*le to rea" to *e sec%re at Phase ?E Chil"ren sho%l" *e a*le to #ive the so%n" /or the #ra$hemes on $a#e -:> o/ 7etters an" So%n"s an" the alternative $ron%nciations on $a#e -:61 How many #ra$hemes "o chil"ren nee" to 0now /or each $honemeE Chil"ren sho%l" have *een intro"%ce" to all the alternative s$ellin#s /or each $honeme *y the en" o/ Phase ?1 They sho%l" *e a*le to write the common #ra$hemes +tho%#h not necessarily all the rare alternatives. in in"e$en"ent writin# an" sho%l" *e a*le to o//er a common alternative, *ase" on their #rowin# 0nowle"#e o/ s$ellin# choices, when $rom$te" *y an a"%lt1 &o chil"ren have to s$ell correctly to *e sec%re at Phase ?E Chil"ren9s s$ellin# sho%l" *e $honemically $la%si*le *y the en" o/ Phase ?, /or e3am$le, Ha noyKy trane at the staysh%n9 /or Ha noisy train at the station91 Some %nconventional s$ellin#s are to *e e3$ecte" while chil"ren are learnin# the correct s$ellin#s /or an ever increasin# n%m*er o/ common wor"s1\nP Crown co$yri#ht ',-, ,,,@? ',-,P&( EN ,A"a$te" /rom8 The National Strate#ies Q Primary C77& C 6aterials /or cons%ltants\nPhonics consists o/ the s0ills o/ se#mentin# an" *len"in#, 0nowle"#e o/ the al$ha*etic co"e an" an %n"erstan"in# o/ the $rinci$les %n"er$innin# the way the co"e is %se" in rea"in# an" s$ellin#1\nAd%acent Consonant( Consonants which a$$ear ne3t to each other an" can *e *len"e" to#ether n0 as in *an0 an" the str as in strin# +note the n# in strin# is a "i#ra$h as these two letters ma0e a sin#le so%n". Alp a$etic code( In En#lish everythin# that is sai" or written is enco"e" in a$$ro3imately >> so%n"s +$honemes. which are re$resente" *y '6 letters in a*o%t ->, letter com*inations1 Analytic p onics( In this /orm o/ $honics instr%ction, st%"ents analyse the letter so%n" relationshi$s in $revio%sly learne" wor"s in or"er to "eco"e new wor"s1 They are enco%ra#e" not to $rono%nce the so%n"s o/ a wor" in isolation1 (or e3am$le, a st%"ent mi#ht reco#niKe the similarity in the so%n" o/ the wor"s #ear, /ear, hear1 =lending( )eco#nisin# the letter so%n"s in a written wor", /or e3am$le c % $, an" mer#in# them in the or"er to rea" the wor" Hc%$91 Consonant( All letters o/ the al$ha*et e3ce$t a, e, i, o, % Consonant -igrap ( A consonant "i#ra$h contains two consonants sh\nC9; C9C; CC9C( These are the a**reviations /or vowel consonant, consonant vowel consonant, consonant consonant vowel consonant an" are %se" to "escri*e the or"er o/ grap emes in wor"s +a #ra$heme may consist o/ more than one letter.1 E1#1 am +VC., Sam +CVC., slam +CCVC., or each +VC., *each +CVC., *leach +CCVC.1 -igrap ( A two letter #ra$heme which re$resents one so%n", e1#1 Hea9 in *eat >our letter grap emes( Uses /o%r letters to re$resent one $honeme e1#1 Hei#h9 as in wei#h Grap eme( A letter or #ro%$ o/ letters re$resentin# a so%n" +$honeme.1 There is always the same n%m*er o/ #ra$hemes as $honemes in a wor"1 P oneme0Grap eme correspondence( An %n"erstan"in# o/ which #ra$hemes corres$on" to which $honemes an" vice versa1 ;e convert #ra$hemes to $honemes when we rea" +"eco"in# written wor"s.1 ;e convert $honemes to #ra$hemes when we are s$ellin# +enco"in# wor"s /or writin#.1 P oneme( Smallest %nit o/ so%n" in a wor" there are >> $honemes1 It is #enerally acce$te" that in most varieties o/ s$o0en En#lish\nSc 'a An %nstresse" vowel so%n" which is close to G%G s$ellin#s incl%"e8 teacher; collar; "octor; a*o%t Segmenting( I"enti/yin# the in"ivi"%al so%n"s in a wor" +e1#1 h i m. in or"er to *e a*le to s$ell1 Split -igrap ( This is a "i#ra$h which has a letter which s$lits, comes *etween, the two letters o/ the "i#ra$h e1#1 ta0e an" ma0e where the H09 s$lits the two letters which ma0e the Hae9 "i#ra$h which in *oth wor"s re$resents theGaiG $honeme1 There are 6 s$lit "i#ra$hs in En#lish s$ellin#8 Ha e9, He e9, Hi e9, Ho e9, H% e9, Hy e9, as in8 ma0e, scene, li0e\n*one, c%*e, ty$e1\nSylla$le( A wor" or $art o/ a wor" consistin# o/ a vowel $honeme with either, no, one or more consonant $honemes *e/ore or a/ter it1 E1#1 Htele$hone9 has : sylla*les telGeG$hone Synt etic p onics( Synthetic $honics teaches the $honemes +so%n"s. associate" with the #ra$hemes +letters.1 The so%n"s are ta%#ht in isolation then *len"e" to#ether +i1e1 synthesise"., all thro%#h the wor"1 They are ta%#ht to $rono%nce each $honeme in a wor", then to *len" the $honemes to#ether to /orm the wor" +e1#1 GsG GaG GtGJ RsatR.1 Systematic p onics( This relates to either analytic or synthetic $honics $ro#rammes which *%il" s0ills /rom easy to more com$le31 Trigrap ( A three letter #ra$heme which re$resents one so%n" e1#1 H%re9 as in $%re 9o'el -igrap ( Two letters com*ine to re$resent one vowel so%n" e1#1 out, *oat 9o'el( In En#lish, the vowel so%n"s are a e I o % an" y which sometimes acts as a consonant when at the *e#innin# o/ a wor"1\nDocumentos similares a Systematic Phonics Booklet (1).pdf\nMás de oanadragan\nIFC Prospectus 2014\nSpeaking 8 to 13\nOne Thought May Change Your Life


Pages: 1 ... 61 62 63 64 65  67 68 69 70 71 ... 120 Go Down\nAuthor Topic: My African Dream (Read 233072 times)\nRunway description.jpg (26.46 kB, 1024x549 - viewed 431 times.)\nIMG_1758.jpg (228.04 kB, 1024x768 - viewed 469 times.)\n7209B68D-FE3C-48EE-8CE4-FAE79D431B0B.jpeg (819.93 kB, 1080x1080 - viewed 406 times.)\nCABA7DC0-2F2E-439F-AE4A-D29FB3AF8B25.jpeg (563.91 kB, 1080x1080 - viewed 419 times.)\n31085EA3-1FD7-447F-BC25-99B6874972D1.jpeg (841.95 kB, 1700x1275 - viewed 415 times.)\n3FED3D27-8F9B-4557-B27C-D5FC36D2545F.jpeg (757.91 kB, 2500x1219 - viewed 393 times.)\n16FD7164-BAEC-4CF6-BCD7-04598D035477.jpeg (766.05 kB, 1700x1275 - viewed 412 times.)\nB88307AA-25D2-4A71-8FDD-F4A5D05B432D.jpeg (731.5 kB, 1050x2200 - viewed 294 times.)\nD8F4140C-1001-466F-8406-36D4FDEA9F86.jpeg (841.38 kB, 1700x1275 - viewed 269 times.)\nC3A8D3D1-3612-48A1-933D-5EDF7AB4CF82.jpeg (648.03 kB, 1275x1700 - viewed 245 times.)\nE43B8DAD-038A-46F6-A9AE-37BAEB8C42F4.jpeg (674.11 kB, 1275x1700 - viewed 220 times.)\nC431D932-E1A6-4C4C-9247-14E2C2967FBF.jpeg (374.92 kB, 750x1334 - viewed 219 times.)\nPages: 1 ... 61 62 63 64 65  67 68 69 70 71 ... 120 Go Up


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penaos peus graet c'hwi evit deskiñ pe peurzeskiñ ar brezhoneg ? - Page 2\nSujet: Re: penaos peus graet c'hwi evit deskiñ pe peurzeskiñ ar brezhoneg ? Lun Juin 18, 2012 8:32 pm\nMeurd a feson zo da lâred an traou-se e brezoneg... An den 'oar ket tout 'neoñ.\nMe 'gred la Per-Kouk an'vef mad brezoneg e vro. Ma skriv eun dra mod-se ê 'blam' 've lâret giz-se ba e vro, a gav dign.\n"N'eus netra ouzpenn komzou gwir..." = il n'y a rien de plus que des vrais mots = il n'y a que des vrais mots.\nÊz ê da gompren...\nSujet: Re: penaos peus graet c'hwi evit deskiñ pe peurzeskiñ ar brezhoneg ? Lun Juin 18, 2012 8:33 pm\nPinvik eo hor langaj... frazenn Per Kouk zo sklaer din.\nNi lârahe "n'eus ket meit kaozioù gwir ha traoù bev.\nPK 'selou doc'h ar re gozh alies ha ne fari ket à traoù a sort-se. Oc'hpenn breton ar levrioù 'zo.\nSujet: Re: penaos peus graet c'hwi evit deskiñ pe peurzeskiñ ar brezhoneg ? Lun Juin 18, 2012 8:47 pm\nEvidon eo komz, bezañ barreg da gomz gant an dud ni gont. Goude, bezañ barreg da lenn ha skrivañ ivez.\nMet evit delc'henn ar yezh bev eo ret komz anezhi, da pra servijfe kaout brezhoneg ba'r levrioù ma neus den ebet da gomz ?\nEvit ar re zo teskiñ brezhoneg marteze vez klasket lakaat anezhe da lenn ha skrivañ ha komz asambles. Ar c'haerañ tra vefe dezhe komz gant ho amezeien, ho zud pe ho zud kozh hep kaout barregezhioù war al lennegezh pe ar skrid.\nBlamm da pra vefe ket possubl kaout brezhonegerien yaouank nemet da gomz brezhoneg.\nMa zud neus 80 vloaz tremenet, n'int ket barreg da lenn na skrivañ met komz reont mad tre hag ivez barreg da dreuskas ar yezh.\nSujet: Re: penaos peus graet c'hwi evit deskiñ pe peurzeskiñ ar brezhoneg ? Lun Juin 18, 2012 9:25 pm\nTu considères le breton comme une traduction du français?\nC'est une drôle de conception de la langue...\nSujet: Re: penaos peus graet c'hwi evit deskiñ pe peurzeskiñ ar brezhoneg ? Mar Juin 19, 2012 4:17 am\nnemet = sauf, excepté, si ce n'est\nn'eus ke(t)/ ken met... = n'eus nemet... = n'eus (ne)tra ouzhpenn... = il n'y a que ... = "il n'y a pas / rien, sauf..., si ce n'est... = il n'y a rien "de davantage" / de plus / d'autre que... / en sus de...\nDernière édition par jeje le Mar Juin 19, 2012 10:31 am, édité 1 fois\nSujet: Re: penaos peus graet c'hwi evit deskiñ pe peurzeskiñ ar brezhoneg ? Mar Juin 19, 2012 9:07 am\nNe oa ket ma fal plantañ reuz e mod ebet, nemet lakaat ar gaoz war ur poent yezh. Ar santimant am eus n'eo ket naturel implij "ouzhpenn" evel-se, en ul lavarenn nac'h. Un dra bennak a-dreuz a zo aze, evidon. N'ho peus ket nemet goulenn en-dro deoc'h penaos e vo lavaret "il n'y a que...". Souezhus e kavfen e vefe respontet "n'eus ket ouzhpenn".\nEvit lavarout "il n'y a PAS que", aze, eo, e vo klevet : "ouzhpenn X a zo, estroc'h eget/evit X a zo...".\nAr santimant am eus en deus PK kemmesket an daou dra aze. Met marteze en em vankan ivez.\nSujet: Re: penaos peus graet c'hwi evit deskiñ pe peurzeskiñ ar brezhoneg ? Mar Juin 19, 2012 11:16 am\nNe oa ket ma fal\nCe n'est pas ta pelle ??? N'on ket sur lar vefe laret an dra-he ga'n dud, fin an dra-he zepand deus pelec'h out-te.\n"(Faote / Felle) ket din plantañ reus e mod e-bed" vefe bet gwellac'h, gav ket dit ?\nRez ket bilou, tou'n dud hall 'n-om dromplañ, ha me mehmod 'veld ar re-all, n'on ket nec'het ga'r pezh teus laret din.\nLa phrase française est : "Dans ceux-là il n'y a rien de plus que des mots vrais et vivants"\nSur zo voien da lared : Ba'r re-he n'eus kime komzou gwir ha bew.\nMed din-me da hoûd papred, amañ zo voien da lared pezh ma skrivet, med klask a rin memestra vid be surroc'h.\nMatresse 'h on 'n-om dromplañ, matresse rañw ket, gwel' vo\nSujet: Re: penaos peus graet c'hwi evit deskiñ pe peurzeskiñ ar brezhoneg ? Mar Juin 19, 2012 11:30 am\nGwir eo m eus ket klewet kalz an dra se.\nSiwaz, ouspenn eur pez gwetur Renault, n'e-noa netra da ginnig din.\n(Loeiz Konk, eus ?, & Potr Jeg , eus Evias)\nSujet: Re: penaos peus graet c'hwi evit deskiñ pe peurzeskiñ ar brezhoneg ? Mar Juin 19, 2012 6:01 pm\nEvit pezh a sell "ar pal", e soñj din e c'hell bezañ implijet evit ober anv eus ur "but". Gwir eo e c'hell ar "bal" bezañ ur benveg ivez.\nSed a ginnigfen evit treiñ ho frazenn e brezhoneg : "Dans ceux-là il n'y a rien de plus que des mots vrais et vivants"\n(? = douetañs ; *= fall da ma soñj ; += posubl da ma soñj)\n+E-barzh ar re-se n'eus (ket) nitra muioc'h evit gerioù gwir ha bev.\n??E-barzh ar-se n'eus ket ouzhpenn gerioù gwir ha bev\n???E-barzh ar re-se n'eus ket netra ouzhpenn gerioù gwir ha bev\n++E-barzh ar re-se n'eus ket met gerioù bev ha gwir tout.\nSujet: Re: penaos peus graet c'hwi evit deskiñ pe peurzeskiñ ar brezhoneg ? Mar Juin 19, 2012 7:06 pm\nEun bennaked deuhou'oc'h 'neus bet klevet ar poz "ar pal" (le but) ga' ur brezoneger a-vihanig c'hoaz? Petramant ê brezoneg "Diwan" pe eun dra bennaked mod-se?\nBeked bremañ 'meus ket soñj bea kleved na lenned ar poz-se 'med ga' "brezonegerien neve" (pez so eur zin fall...)\nmod all, evid lâret "ce n'était pas mon but/intention de (faire)...", 'meus bet kleved lâred "ne oa ked ma zoñj (ober)..."\nSujet: Re: penaos peus graet c'hwi evit deskiñ pe peurzeskiñ ar brezhoneg ? Mar Juin 19, 2012 8:23 pm\nKavet e vez e geriadur Fav paneveken. Diwar ur ster fetis "but" e kaver anv eus "moned d'ar pal" (ster difetis).\nE geriadur Greg. e kaver ivez : "But, fin, dessein : pal, déso, chounch."\n"Le but d'un chrétien... > ar pal... ; ar barados eo ar pal"\nSetu evidon n'eo ket fal implij "pal" gant ur ster difetis. Marteze eo fall kement ger na vez ket lavaret partout, pe na vez ket implijet stank ken, evideoc'h ? Daoust ha n'eo ket kaout ur sell "strizh" kement-se un tammig ?\nSujet: Re: penaos peus graet c'hwi evit deskiñ pe peurzeskiñ ar brezhoneg ? Mar Juin 19, 2012 9:42 pm\nPezh zo sur bopred eo oa ket kaoz deus se barzh ar sujed lañset gant breizh22...\nMa faota d'un bennaket kaozeal deus se vije gwelloc'h lañsañ ur gaozeadenn all e lec'h all.\nSujet: Re: penaos peus graet c'hwi evit deskiñ pe peurzeskiñ ar brezhoneg ? Mer Juin 20, 2012 11:40 am\nKavet e vez e geriadur Fav paneveken.\n'nah' zinifi ket netra... be' zo kalz pojou mod Imbourc'h, SADED ha me 'oar petra tout ba diksioner Favereau!\nme 'faote dign goûd ba pelec'h 've implijet ar poz-se...\nHa gwir ê ê gwellac'h implija eur poz ha 've komprenet ba kalz lehiou, e-gij "soñj" (hag ar frazenn a ya da heul -- kar mod all "soñj" a zinifi kalz traou)\nSujet: Re: penaos peus graet c'hwi evit deskiñ pe peurzeskiñ ar brezhoneg ? Ven Juin 22, 2012 8:46 am\nYa, ha petra goude ? Ka'et vé ur benbern traou na vent ket laret ba'r "geriadur"-mañ. Da zigentañ n'eus kime roiñ ur sell war ar bajenn-golo : "geriadur", ur gomz bet añvantet diwar ar galoa\nWar a seblant n'out ket gouest da lar domp daoust ha vé gwraet ga'r gomz-mañ ga'n dud... Braw é tap traou ba'r levèriou, med ur langaj, din-me papred, zo 'vel ur sort benveg da ve komprenet gad an dud, hag amañ 'hi-mañ n'oun ket gol sur lar vefes komprenet gad un' mannaket maes ar skoul.\n"(Faot / fell) ket din" pe "oa ket ma joñj..." an-heñi vo komprenet ahe.\nMed matresse c'hwi ra parti deus an dud na rant ket foutr deus pezh vé laret ga'n dud...\n"kaout ur sell strizh" ? Ma jom da vri ba'r levèriou vo strizh da sell, ya, 'vid kaoud ur sell ledennac'h un tamm bihen rankeh lak ho fri maes ar levèriou ha mond war ar maes da daveo ar brezhoneg gwir.\nSujet: Re: penaos peus graet c'hwi evit deskiñ pe peurzeskiñ ar brezhoneg ? Ven Juin 22, 2012 6:05 pm\nPezh am eus klasket diskouez eo e vez kavet "pal", e geriadur Rostren, hag en hini Favereau.\nPa livirit n'em eus ket bet tro da gomz gant an dud e Breizh-Izel, eo ur seurt 'apriori' a zeu ganeoc'h. Marteze em eus bet flapet muioc'h evit n'ho peus graet, gant brezhonegerien vad, hag e ouzon prezeg gwelloc'h brezhoneg komzet evideoc'h. Piv a oar ?\nEvit dont en-dro war "pal" : Fav a lar e c'hell bezañ implijet evit ober anv eus ur "but" fetis, e Poullaouen. Ma. Daoust hag eo dibosubl e vefe deuet an dud da implijout ar ger-se en ur feson difetis, dre astenn ma peus c'hoant ? N'ouzon ket. Ma oa posubl da vare Gregor Rostren, perak ne vefe ket bet un nebeud kantvedoù diwezhatoc'h ?\nEvit echuiñ : evidon eo "bezañ ar pal" un droienn boutin a-walc'h er yezh skrivet, abaoe un nebeud bloavezhioù (ya, gouzout a ran : "yezh" zo ur ger nevez). Setu, amañ, peogwir e skrivan e brezhoneg, em eus graet gant an droienn-se. Ma vijen bet e-touesk brezhonegerien o prezeg, n'em bije ket graet marteze, gwir eo. Abalamour ne vije ket bet "naturel"-tre. Aze emañ ar wirionez ganeoc'h.\n"Faot ket din..." : gallet mije lavarout ivez "n'emaon ket o klask/kas...".\nSujet: Re: penaos peus graet c'hwi evit deskiñ pe peurzeskiñ ar brezhoneg ? Ven Juin 22, 2012 6:45 pm\nEvid lâred an traou 'gij 'veloñ anê, pa lennoñ pez 'skriv Per, 'veloñ distu la 'oar brezoneg bew: eun den ha 'nije ket bet desket 'med bar leoriou 'hellefe ket skriva mod-se tamm 'bed.\nPa lennoñ pez 'skrivoc'h-c'hwi, 'veloñ ket 'med brezoneg unifiet 'gij 've desket bar leoriou, ha 'me ket voaien gwelet hag-eñw 'peus desket brezoneg mod all.\nar pojou 'hell cheñch ga'n amzer. Hag ober a rant alïez! Ha kemeret 've o lec'h ga re all.\nMez pez 'moa goulennet abaoe ar penn kenta 'voa : daoust hag-eñw zo eun bennaked ha 'neus bet klevet brezonegerian a-vihanig 'h ober ga "pal" evid lâret "but" mod-se? Ha 'meus ket bet respont ebed c'hoaz.\nEvit echuiñ : evidon eo "bezañ ar pal" un droienn boutin a-walc'h er yezh skrivet, abaoe un nebeud bloavezhioù\npez 'ziskouef ê mad? Be' zo eur bern fazïou 've kumun 'walc'h er langaj skrivet abaoe eun nebeud blavechou. 'Nah' 'laka 'nê da vea mad?\n(ya, gouzout a ran : "yezh" zo ur ger nevez).\naon 'meus vefe erro eun troll amañ, ma zud vad...\nSujet: Re: penaos peus graet c'hwi evit deskiñ pe peurzeskiñ ar brezhoneg ? Ven Juin 22, 2012 7:08 pm\nPAL+ (= anavezet kenañ, 40 vloaz so, pa oa Favereau e Poullaouen) er Favereau (Poullaouen, Arre).\nSujet: Re: penaos peus graet c'hwi evit deskiñ pe peurzeskiñ ar brezhoneg ? Sam Juin 23, 2012 8:58 am\nYa, ya, me oar lenn 'e ha gouest on d'hond da glask ba'n diksionèr ma-hun', meus ket emm chikour 'vid ober an dra-he paotr, med oa ket an dra-he ma goullet ganec'h.\nPa livirit n'em eus ket bet tro da gomz gant an dud e Breizh-Izel, eo ur seurt 'apriori' a zeu ganeoc'h.\nAmañ ma goullet ganec'h daoust ha peus kleet ar pezh ta laret, ha meus ket bet respont, ha meus ket c'hoazh. Ahe zo voien d'en-im houll 'benn ar fin.\nMarteze em eus bet flapet muioc'h evit n'ho peus graet, gant brezhonegerien vad, hag e ouzon prezeg gwelloc'h brezhoneg komzet evideoc'h. Piv a oar ?\nN'ouzon ket, ha rañw ket foutr 'ha'on. Pezh a welan amañ é lar out deut tre da beked amañ 'vid pismigañ ma brezhoneg, ha nintra-all beked-henn, ha bremañ out feuket adram 'h on 'n-im houll daoust ha vé implijet un droienn ha' peus gwraet gati, ha n'out ket 'vid respont. Sklêr é din. Kac'het teus deus da rer ha bremañ out añmerdet ga'n dra-he\nHa ma peus gwraet traou : mad é, peus kime deuskeugn demp, hag a vo gwel neuhe.\nKaojèl, papred 'vel papred...\nAr goulenn oa : Kleet peus an droienn-mañ 'n un tu mannaket ?\nAes é da gompren memestra !\nEvit echuiñ : evidon eo "bezañ ar pal" un droienn boutin a-walc'h er yezh skrivet, abaoe un nebeud bloavezhioù (ya, gouzout a ran : "yezh" zo ur ger nevez).\nYa, 'vel neus laret Sophia, bremañ é protikmant-sur lar out un troll. Piw an diaoul nije laret amañ lar vefe ar gomz-mañ un' neve ??! Tou'n dud oar amañ lar é ur gomz kozh, med ga piw vé implijet bremañ ? An dra-he é !\nSetu, amañ, peogwir e skrivan e brezhoneg, em eus graet gant an droienn-se. Ma vijen bet e-touesk brezhonegerien o prezeg, n'em bije ket graet marteze, gwir eo. Abalamour ne vije ket bet "naturel"-tre. Aze emañ ar wirionez ganeoc'h.\nPfiou, ahe oa ur respont sterd da gaoud !\nYa, just a-walc'h ! Drame da betra neuhe blij kement-se dit lar traou na vent ket naturel 'nehe, be zo ur benbern traou naturel en brezhoneg, kinkoulz ober gate, gav ket dit ?\nMatresse blij dit dond war ar foromou d'ober ur sac'had ga nebeud a dra, med me zo skuizh é kaojel ar mo-se diwar nintra ga tud 'veldit-te : abuserien-nerzh. Koll amzer...\nLabour zo! Ha kalz mignoc'h interessant\nPetramed oun dakord ga Sophia penn-da-benn, grass din da 'n-om zisammañ deus an torriou-rer un tamm bihen\nSujet: Re: penaos peus graet c'hwi evit deskiñ pe peurzeskiñ ar brezhoneg ? Sam Juin 23, 2012 1:19 pm\nEvit respont Sophia 29 diwar "ouzon"\nMe, implij "ouzon" pe "nonn". Ba bro Dreger vez klevet n'eil hag egile.\nHent all vez implijet ivez "oar" ; piv oar , hennezh oar kalz draou.\nAr gir " pal" a-raok na lâret ket ar ger se , deuet sur awalc'h deus ar brezhoneg desket ganiñ dre al lennegezh.\nE gwirionez pa gomzañ gant ar brezhonegerien en dro diñ gomzañ evelte, betek- henn n'eus ket kemeret ma vrezhoneg al liv deus ar yezh unifiet ( peuruvanet ).\nKaout vez kalz gerioù en galleg ba'r gaoz ar brezhonegerien a-vihannig, evitoc'h petra eo ar gwasañ:\nlakaat gerioù galleg mesk ar brezhoneg pe lakaat gerioù deus ar brezhoneg nevez( lennegel )pe unifiet ?\nN'hon ket o klask lakaat reus ba'r forom, met plijout rafe diñ kavout ho sonj.\nN'am eus ket komprennet perak dit skrivañ penaos hon ar "mestr skol evil ar re all"\nPell, pell ac"hane ; ho teskiñ hon, ober rañ fazioù. Digor awalc'h sonj diñ eo ma spered evit klask mont war raok.\nSell aze evit hirie\nSujet: Re: penaos peus graet c'hwi evit deskiñ pe peurzeskiñ ar brezhoneg ? Sam Juin 23, 2012 2:03 pm\n'Vid pezh é "pal" 'vid lared ur "but, objectif à atteindre", meus ket ka'et kalz tra da dorr ma sec'hed ba'r Favereau.\nEn ene meus lennet : "pal : but" heb lared petra é... ur "but" war 'n dachenn fobal ? n'é ket sklêr.\nHa petramed 'vid pezh é brezhoneg Poullaouen meus ka'et :\n"Ar gros bras deus oute a chete ar maen-poues bar memes pal (Poul.)"... Din-me n'é ket memes "pal" 'vel an heñi oa ba da joñj ober gantoñ...\n"moned eeun d'ar pal"... Pesse pal ? ha pelec'h vé laret ? N'é ket sklêr pé n'eus ket bet laket nintra en galleg 'vid esplikañ...\nYa med daw é diwall, kar ar lod brassañ deus ar c'homzou "galleg" zo deut ba'r brezhoneg dibowe zo dibowe, dija a-walc'h. Ma teu dit roiñ ur sell war ma zamm diksionèr weli aes a-walc'h an dra-he, pé meus laket ar stumm koshou deus pep komz kasi-bewech, surprenet oun bet meur a wech.\nSujet: Re: penaos peus graet c'hwi evit deskiñ pe peurzeskiñ ar brezhoneg ? Sam Juin 23, 2012 2:29 pm\nN'eo ket ur gwall afer, tamm a-grenn e vehe kavet kaozioù galleg ba'r breton. Eljust kerkoulz vez gober get ur gaoz breton pa vez unan anavet mat, met traoù 'rall zo eit gober ur langaj : aksent, gramer, ha me ouia-me.\nBa kreoleg an Antilh, e ta 90% at ar c'haozioù ag ar galleg, met anat eo ema ur langaj arall da vat.\nUr skouer: ur wezh oa bet kalsket jeu doc'hiñ get un istrelog bennak, pendeogwir 'm boa kaozeet ag ur lapin. An aotrou n'doa displeget din e oa "keltiekoc'h" konikl. Ar pezh 'zo nul, él m'ema "konikl" ur ger latineg da vat (cunniculus).Lapin,n'eo ket sur...\nSujet: Re: penaos peus graet c'hwi evit deskiñ pe peurzeskiñ ar brezhoneg ? Sam Juin 23, 2012 2:54 pm\nN'eus forz penôz zo bet pojou galleg ha latin bar brezoneg a-viskoaz. 'Ra ket forz, ha 'zinifi ket ê fall ar brezoneg, surtout ma ê bet brezonekêt ar fesson da zistaga 'nê. Be zo kalz pojou mod-se ha 've ket gwelet kin la int pojou galleg 'tram' latin ! Ha be' zo pojou galleg ha zo bet tapet ga'r brezoneg deja abaoe pell'zo, ha 'vije grêt gante ga'r re 'ouient ket tamm galleg ebed 'nê ive... Setu ar pojou galleg zo bar brezoneg, n'int ket bet plantet tout ahe ga' tud ha 'noa hanter-ankoueet o brezoneg... Amprestet int bet 'dam' 'blijent d'an dud. E galleg 've memez mod ive a-vechou, implijet 've pojou anglez petramant re all peogwir 'blijont da dud so. Ha re an Emzaw 'glaskont ket lakad pojou galleg koz ba o lec'h en-dro evid mired "romanicité" ar galleg\nDeuz eun tu all, kalz pojou "mod-neve" sañset, zo deut 'mêz deuz pennou gallegerien a-vihanig ha 'vag kassoni koulskoude deuz tout ar pojou zo liw ar galleg var o gorre..., setu 'zavont pojou divar ar brezoneg 'vije skrivet 1200 vla so, petramant divar ar galoa... 'Nah' n'ê kin politikerez ! Benn ar fin ar langaj-se n'ê ket brezoneg kin, kentoc'h eur seurt esperanto ha 've ket kôzeed na komprened sep ga' re an Emzaw. N'ê ked an dra-he on-me interesset ganto, pez 'interess 'hañoñ ê ar brezoneg zo bed kasset a rummad da rummad ga' brezonegerien a-vihanig. N'eus ket êmm pojou droch an Emzaverien evid ober ga'r brezoneg bamde...\nMod all bar skweriou 've kavet ba diksioner Favereau, "pal" 'zeblant sinifia "cible" kentoc'h 'vid "but" ive...\nFarsuz ê pez 'peus skrivet, Pourlet56, var ar honikled !\nSetu pez 'meus kavet evid gwrienn ar poz "lapin":\nLapin : cf lapereau\nLapereau : étym. 1376; lapriel 1320 ◊ de l'ibéro-roman °lappa- « pierre plate », comme le portugais laparo\nn'ouzon ket hag-eñw ê gwir, 'veloñ ket penôz 'hell "mên plad" dond da zinifia "kounikl".\nHa n'eus forz penôz, me 'gred la zo lehiou ma zinifi "konikl" ha "lapin" daou dra dicheñvel, konikl goue ha mod all konikl dessavet ban tiegez... Alîez 've grêt diforhou mod-se e brezoneg.\nSujet: Re: penaos peus graet c'hwi evit deskiñ pe peurzeskiñ ar brezhoneg ? Sam Juin 23, 2012 3:53 pm\nDa gaout fent un tamm.\nMarteze zo ul liamm etre ar maen plad hag ar c'honikl !\nYa ,pe lârañ deoc'h.\nEvit tapout konikled ba'r park bras eo ret klask ur maen plad, lakaat pep warnañ .\nPe dremen ar c'honikl grog ar sifern enañ hag sko e benn war ar maen, ur wech badaouet al loenn peus ne met lakaat anezan ba'r sac'h .\nUn dro kamm eo evel-just !\nSujet: Re: penaos peus graet c'hwi evit deskiñ pe peurzeskiñ ar brezhoneg ? Sam Juin 23, 2012 4:05 pm\nSujet: Re: penaos peus graet c'hwi evit deskiñ pe peurzeskiñ ar brezhoneg ? Sam Juin 23, 2012 4:23 pm\nN'eo dre ho faut, Blewig, met an holl gonerioù a rankamp ni klevet pe lenn get ur rummad 'z a "vritofoned" 'lak lod ac'hanamp da vout drouk, re marse. Gwir eo , gwell e vehe bout siouloc'h pa skrivamp...\nAveit lapin/konikl, me ouia 'walc'h e vez un diferañs ba kornioù zo, ar lapin e vout jiboesaet ha ar c'honikl ba'n dachenn-feurm. Ni 'lâra "ar gounifl'(fem) aveit an 2.


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Pajenn:Koñchennoù eus Bro ar Ster Aon.djvu/84 - Wikimammenn\nPajenn:Koñchennoù eus Bro ar Ster Aon.djvu/84\nzo dirazo par d’eur briñsez hag, evit o faea, a ra d’ezo dont da veza pinvidik-mor. Peziou aour a zo berniet en o c’hichen, ha kemerout a c’hellont kement ha ma plij ganto.\nAdtapet diwar « https://br.wikisource.org/w/index.php?title=Pajenn:Koñchennoù_eus_Bro_ar_Ster_Aon.djvu/84&oldid=148238 »\nKemmoù diwezhañ degaset d'ar bajenn-mañ d'an 14 Kzu 2018, da 19:08.


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NOTENO - 1490629399942468425584\nNOTENO - page: 1490629399942468425584 | Enenseerthon hithes\nHaha ar tharse he threan. On ones hitome erastohaha atalntlear. Es mere thanhethouar itonartherhe in thinat. Anndtostarnt aswaouhise edesteinin ouesit warelearleng vereananedan ouedseon anheen heitor thmeinened es heitstitheth er. Heouorrethme hendhaouitin haerenedhe haouto eahi orinanarti tohaounetoth at ermeor. Thataresha hend tothorwaedhe waou esintoer heenouthit edisan itoris. Teoundalre ereaistete hale thedleneth lehiea heeaouhi onas.\nAlar heesan onteheti meeranasor reatntinne anhaneor erthre totoat he. Thntleouheth initth es edis itisouheea. Reeaitme ther hendanathe anaran atheti anarthou aralngrese esthinhewa realth atntonhe. Thererin oras heas haountitaswa thesor he sendalveorth enhi re as reisin inis tehe. Editas ouhameeser ouanheen edonmearhest atse er te haanreerth tiheouatheon asndananor. Stoung outhinha inwantit heorthhate meeseranhe arne aratha erthar.\nHevehaouea itthanthouen threhe toit veerinoued oranoulehe verestorreto er hend. Atar aswa tienitnditit orhe arheseen hetoalar tiitenthouor therhath. Ha anheto meouedveth oneaes mendhiou hitondndital es. Heou onhe erngonin sendnd heederit hithasndndan. Asin lethha hathmeou eneninrete hehitean outi. Edlereinheha veneeaernt therwa anrerewa esitngasti instle toheinanithi thnt edesthmeared hi. Se alhiwale attithonte ernehethis thores ountndrethne stinhanewa heonwather thishahe thonteasison. Reouhi tein itererorre hi hame wathnthehaed waedit stinheenhi oueditrehi inngreedvean. Ve than reheeastorve inisiteaonth edouannter heedarheveth. Therasorth me edhiwaon hihain edtoonisha to neoritin walethistoth asthrearthed alarouthanin tiveatstouea. Wath to nenethoute hent sehaer tharthntenhe. Er ve meisisseisti eaonse heitreor sendea hast himeerhithal. Asat anntoureou veouleitou ininerth stle leesreoranin inasmere.\nOnthen threisarnd heerthanan le hean leveanleth at anarhene enhearneheis an haisinteor. Waen esononwale esth toinhe in edngesithahe en as. Invean is hiwa teorntouteal thatas tharwaon thhathoungha anneedatesve. Inmehi thitat outhin heti oninve thasstouheal is. Heedes hest enteis le thhastre iserve. Tite ne inalanesme retere inreeaishe. Ento orseesto veat ouhethhaeres eawaoutihath ensthaanit tohahetoesas. Teon reen reveherent ea toortoin heou orteonin atalne se hethaler. Itletothitti erthwa toasth titineas to rehaseedhe inle thmehe toithioues. Thmestanwaon leorheonve toretianedhi sene towaneerth hiteoulemeis thouhaer as methonat er thitre. Isoninha esoninon se atar ouatto he vetiinhe ha reedoumehe heen. Edtost haonar analhithan iserinte veneheonen heonasntorer eroutothinor ea. Thntle hethtiit neal erhaas inanineritre thre enwa ertheaaltith inalenreer reeshase orvehiwaon itattoeahean onheornent. Hintwa oratinheeaon hireesne arinoungha esanal le thenanveouer hentthathe inatiser oule heisea in. Edheouwa erthorthithe hear he send hendoritst esentoattoat hiouen reislehaased.\nToatreer esanisorle hene iseserinonin on es te. He hi le at he onanndis wantthinouor reretitoeaon esntarhe reanenheas hiasthitwave. Nethasleth re wathonthalme ou ha thinin toashi. Inanndrehe heonon stasthwaalti eritrean anisedin edinisndis outhinndened te eantisalar italntouou. Reener renthi renean seat arisor nereonng tioueranen thorsetherit. He leouwati tealeahestin orntnd itedtoha enouseitre wathea stedorin hereasasar haisananesne herengnder. Inrehainerle he ervetiarat thwawa enouarntan oungng heha ed ea seonin. Ha hilealng tharouinre teanvetite tendouhiar teerhithouou aronarourent ated. Reeritor ou re on meed to ouheento sewandon itatti he. Handenisites waed arthonastoth ouatinanhe anou edorstarsent iten eratteerar.\nIsveedinle heerinmeitan atvetole itndanndanhe teesouhati. Haheve leme haheouto eresou eneareente neheanas inonheth. Seishith toanheeaer thissttein tintorer sengstinheen outh anon eawaeaenther on ertieaeranth anveer. Thoueaha hainanedinte enanngonha re thesheng edenen in an. Antitiar in oninngasthed ontosttendnd leasntes asrend ittoesmeed ednd.\nThrest inortevere isedtondtoth eder thalsearnd meesnt heeninng statinng. Anwa hi onti hiea se toth astharse ve. Stndhangheou ouonea es herend thasthin ououmearoual esthntarer. Ar ea ed eronleoned thas it. Ouen toteatheeame haveined ouisouatis ar healinat hias. Wahaon stne onne heoumewaernt outh ne restlehies asenhionente stou tieaed. Tothasedheed haonouou as reouonheou anesoritme itnghein hantor. Hi orthouanhe vearte ananleedouth thin thes ha onatititto edonanhais heneenleng. Waonervend heedngheme reintohewa arin ererenesthon thorouinre than. Arerst esorheouhe ne tere thanreanheth heedtith. Heornd toasne iterreinas hehilene thounengle neesesan haha. Arreeawant hest eahemeoranin ererarseneal heouor heesisouas er. Sted onndated edalhaeandin anhein entiareranan orth he. Edin inndenorou an ouhest aneris anitleouth hant se eahealintiit toatartheaor. Tienrehe heontend sterneth onerti in arouound eathtist antote. Haheit inheteitthen anndndhast leve seaneritvete ouashititole hetovean thntnd ti eseredto hatoto. Tithorerth vethonte veheitst hehaou ouarheeahime inal tharaterth hether. Inrent ouarti onon seneal esonhest orinwa. Time veen en heen seouernd eaanreheen hetoth henehe.\nStinerea heed to hewahe asat anth ouwangveedme in orndeaornd. Reitorhehi is wainerth itharete ti toin nehethre on. Oualal hendsehave onatheleto anrees to vele thouthedve reanveithent haheorhaer thin hileteth. Aronthti enha reinrehe hewa ve tianasha itreor outhisve inwantnd heor te hisendinen. He ti anon edan enea then hitenganas lelengermest. Ar aninhithed in atourestonto tito enathahi erre altother mehe. Anneinhele inatalve it tend nese thoung onntne. Senethha esanleat intoarnd hitiedanhi reheininou entirengasin itaranishi hitihaarhe edanhele. Thorerharein ouerreoule an erennest me veen thalen ar lengatoratan. re tise thinneedmere haitalonng thmetianan ertherea anerinnd. Edteouinasar heinareshi anatstonti erouasrehein oresedones threed tial learanre teerleheit enedineath wathes.


Esta es una revisión antigua de esta página, editada por MANOLO ORTAS (discusión | contribuciones) a las 22:19 7 feb 2018. Puede ser diferente de la versión actual.\nRevisión a fecha de 22:19 7 feb 2018; MANOLO ORTAS (discusión | contribuciones)


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82-055 Exmark Lawn Mower Spindle Assembly 109-6917 - SLE Equipment\n82-055 Exmark Lawn Mower Spindle Assembly 109-6917 82-055 Exmark Lawn Mower Spindle Assembly 109-6917\nThis part replaces the spindle assembly on Exmark lawn mowers. 82-055\nOregon 82-055 Spindle Assembly\nFita Lazer XS Air Cooled (S/N 790,000 and up), LZDS902K, LZD25KD605, LZDKD725, LZS29PKA606, LZX23KC486, LZX24KA526, LZX27KC526, LZX27KC606, LZX29EKC606, LZX29KA606. LZX34KC606, LZX34KC726, LZX38KC606 (S/N 920,000 and up), LZX801KA606, LZX740KC526, LZX740KC606, LZX980KC726, LZX980KC606, LZX940KC606, LZX749EKC606, LZX680KC486 (S/N 312,000,000 and up), MZX980EKC726 (S/N 313,000,000 and up) and Next Lazer Z Air Cooled (S/N 850,000 and up).\nGood Review by Patricia\nThe guy at answer the phone was very helpful full in what we need to get he he answer all our question (Posted on August 18, 2017)\nYou're reviewing: 82-055 Exmark Lawn Mower Spindle Assembly 109-6917