Transcript - Aquinas Teacher Development

Literacy Training: Phonics in
the Secondary School
Objectives: To understand how
phonics is taught at primary
school.
To understand how to support
students with their reading at
KS3 and beyond.
Most primary schools following the government
guidelines: letters and sounds. There are 6
phases of phonics teaching. The intention is to
“…equip children who are 5 with the phonic
knowledge and skills they need to become fluent
readers by the age of 7.”
By the end of Year Two children should have
completed phase 6.
The key factors of the synthetic phonics
approach to reading and spelling is:
•teaching letter–sound correspondences
•how to blend (synthesise) individual sounds
together to read words
•how to break up (segment) the individual sounds
in words to spell them.
Students will have been taught to read and spell
this way, but need encouragement to access
these skills and knowledge when they meet new
words. For example, “How do you think we spell
industrialisation? How can we make a “shun”
sound?
Some key words:
Phoneme – the unit of sound a, s, t, ch, ai
Grapheme – the letters that represent a sound. In
English this may be more than one letter
1.
2.
3.
4.
c a t. The sounds /k/ is represented by the letter ‘c’.
l ea f. The sound /ee/ is represented by by the letters ‘e a’.
n igh t. The sound /ie/ is represented by the letters ‘i g h’.
th r ough. The sound /oo/ is represented by the letters ‘o u g h’.
Digraph/Trigraph - A digraph is a 2 letter grapheme e.g.
‘ch’ in ‘chip’. A trigraph is a 3 letter grapheme e.g. ‘igh’ in
‘high’
Students know these words.
Some key words:
Segment - Segmenting is the process of separating sounds
in words.
Blend - Blending is the process of pushing sounds together
in a word. Children are taught to sound out words and
then push the sounds together into a recognisable word.
Tricky word – words like said that are irregular
Students know these words.
Phase One
Children explore and experiment with sounds,
differentiate between sounds and become familiar
with rhyme, rhythm and alliteration.
Phase Two
To introduce grapheme/phoneme (letter/sound)
Correspondence. Children know that words are
constructed from phonemes and that phonemes are
represented by graphemes. They have a knowledge of
a small selection of common consonants and vowels
(which usually begin with s, a, t, p, i, n) and begin to
put them together to read and spell CVC words.
Phase Three
To teach children one grapheme for each of the
44 phonemes in order to read and spell simple
regular words. Children link sounds to letters, naming
and sounding the letters of the alphabet. They hear
and say sounds in the order they occur in the word
and read simple words by blending the phonemes from
left to right. They recognise common digraphs
(e.g. th) and read some high frequency words.
Phase Four
To teach children to read and spell words containing
adjacent consonants. Children will be able to blend
and segment adjacent consonants in words and apply
this skill when reading and spelling. Children will move
from CVC words (pot, sheep) to CVCC words (pots)
and CCVC words (spot) and then CCVCC words (spots).
Phase five (year 1)
Teaching children to recognise and use alternative
ways of pronouncing the graphemes and spelling the
phonemes already taught. Children will use alternative
ways of pronouncing the graphemes (e.g. the ‘c’ in coat
and city). Recognise an increasing number of high
frequency words automatically. Knowledge and skills
of phonics will be the prime approach to reading and
spelling.
Phase six (year 2)
Teaching children to develop their skill and
automaticity in reading and spelling, creating
ever increasing capacity to attend to reading
for meaning. Applying phonic knowledge to recognise
and spell an increasing number of complex words.
Read an increasing number of high and medium
frequency words independently and automatically
Some key words:
Phoneme – the unit of sound a, s, t, ch, ai
Grapheme – the letters that represent a sound. In
English this may be more than one letter
1.
2.
3.
4.
c a t. The sounds /k/ is represented by the letter ‘c’.
l ea f. The sound /ee/ is represented by by the letters ‘e a’.
n igh t. The sound /ie/ is represented by the letters ‘i g h’.
th r ough. The sound /oo/ is represented by the letters ‘o u g h’.
Digraph/Trigraph - A digraph is a 2 letter grapheme e.g.
‘ch’ in ‘chip’. A trigraph is a 3 letter grapheme e.g. ‘igh’ in
‘high’
Students know these words.
Some key words:
Segment - Segmenting is the process of separating sounds
in words.
Blend - Blending is the process of pushing sounds together
in a word. Children are taught to sound out words and
then push the sounds together into a recognisable word.
Tricky word – words like said that are irregular
Students know these words.
TASK:
How many ways can you write the O sound?
How many ways can you write the A sound?
How many ways can you write the ‘shun’
sound?
http://www.youtube.
com/watch?v=TmM9
KqmQhcs
Identifying problems:
• Hearing and eyesight
• Can they hear environmental sounds?
• Can they hear the 44 sounds?
• Can they match the phonemes to the
graphemes?
• Can they segment or blend orally?
Students who have
limited world
knowledge and
vocabulary make
less progress with
reading skills after
about 8. They can
decode, but do not
know/understand
the words.
Other than phonics??
• Look and Say – ASD students often struggle with
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phonics
Shared reading
Modelling
Shared writing
Guided reading
Visual aids
Understanding the context
Understanding inferences – building on prior
knowledge, definitions, questioning, visualising,
summarising
Why is phonics important in the secondary
school?
1. Fluency is compromised when students get
stuck on a word.
2. If students are using so much "brain
power" to decode words, there isn't
enough "brain power" left to glean meaning
from the text.
3. Phonics is important to help students
pronounce words correctly.
4. Spelling is improved when students learn
phonics.
Examples of how to use phonics in the
secondary classroom:
• Segmenting key words in your aim on the board as
students write them down. This will help students
focus on the key word, spell it accurately from the
start and make links with other words with the
same root;
• Blending sounds in new, unfamiliar or complex words
as you read them to the class, or ask the class to
do it for you. For example, “This next word is
tricky; can anyone work out how we say it?”
Examples of how to use phonics in the
secondary classroom:
• Segmenting words when you mark books to help
students spell them right next time;
• Use starter activities which are vocabulary
focused, and get students to segment / blend the
words as appropriate. This can also be an
opportunity to look at the root word e.g. react /
reaction / reactive or
economy/economise/economical
Ways to teach spelling:
• back to front
• eyes shut
• left right handed
• hand shapes
• sounds and actions
• sign language
• rainbow writing
• mnemonics
• pictograms
• look cover say look
How to help students read:
• Pause
• Prompt
• Praise