Transcript Slide 1
Differentiating within Phonics Sessions Setting by ability “We recommend from our experience that children who are slow to learn the letter sounds, and to blend and segment do well…staying with their classmates for the phonics lessons rather than working through the programme more slowly.” “Slowing down the programme for some slower learning children may be setting them up for reading failure; they may never catch up with their classmates, no matter how much extra practice in reading they get.” 2 Page 39, Teaching Synthetic Phonics: Rhona Johnston and Joyce Watson. Discussion Is ‘setting’ for the discrete phonics session a feature in your school? What has been the impact ? Will this continue in Reception after September 2011? Phonics teaching: avoiding setting Advantages: Removing the glass ceiling on attainment and reducing the tail of underachievement Economies of space, time, staffing Greater consistency in quality of teaching Improved support for application across the curriculum Improved PSED… Phonics teaching: avoiding setting Challenge: Catering for the needs of every child Higher attainers Special educational needs Different phonic phases Different learning styles and speeds Differentiation – the main methods Differentiation by: Support Resource Task Response Phonic differentiation – by support TAs are not the only way to provide support Some support can be offered by task or resource Vary the support given, so that children do not become dependent on any one Phonic differentiation: by support Partners- pair children – peer support - high/low ability Use of TA with pairs / individuals Teacher supporting pairs / individuals Positioning of children on carpet ‘phonics places’ Split into ability groups for practice part of session Pre-teaching Intervention- formal and informal- outside of phonics session Phonic differentiation: by resource Magnetic letters / write on whiteboards Real objects / pictures Letter fans / phoneme mats/ writing Harder/easier word cards Word sort cards / writing words / coloured phonemes/more or fewer Harder/easier, longer / shorter phoneme spotters (use of different highlighters) Phonic differentiation: by task All children in the group working within the same learning objective but tasks differentiated to provide, access, support, extension and challenge. Phonic differentiation: by task Differentiated questions Write one word / five words Different words eg. ‘deep’ Phase 3, ‘sleep’ Phase 4 ‘quickwrite’ words and add sound buttons, LA given words to add sound buttons Relay race, give different words according to phase Word sort/ write words and then add sound buttons/write a sentence In order to differentiate by task, you need to make it easy to identify differing abilities Phonic differentiation: by response Open questions Whiteboards ‘show me’ Write own sentence during ‘apply’ section In order to differentiate by response, you need accurate assessment and appropriate expectations For example... Word Sort Small set of 10 large word cards between the group and work with a TA (support and resource) Work in pairs with around 20 words (resource) Work in pairs with around 30 words including exceptions and to think of a rule (resource and task) For example... Phoneme spotter Large phoneme spotter between the group and work with the teacher / TA (resource and support) Use a differentiated phoneme spotter story for each group – shorter text/ narrower range of spellings for a given phoneme Work in pairs with a single highlighter to identify words with the given phoneme (resource, task and support) Work individually with a range of highlighters to identify words with different spellings of the given phoneme (resource, task and support) For example... Quickwrite Different responses for Treat: Phase 1 – orally sounds /t//ee//t/ to adult Phase 2 - tet magnetic letters Phase 2 – writes tet Phase 3 - teet Phase 4 - treet Phase 5 responses might be- treat, trete For example... Cross the River Or ‘Show me’… Distribute pictures/objects/words according to assessments (resource) Questioning (task) ‘Cross the river if...’ Phase 1- ‘your object/picture begins with ‘b’ … rhymes with ‘cat’ … you have a /b//a//t/’ Phase 2- ‘your word card says bat’ … your object / picture matches the word I am holding up’ For example… Find your Partner Give word cards or objects / pictures (resource, task and response) TA works with child individually (support) Challenging resistance: questions to pose What processes are in place to ensure that teachers have appropriate information from the phonics sessions, in order to plan appropriately for children to apply developing knowledge and skills? Who quality assures the teaching and learning across the different phase groups?