Transcript SD phonics 2016x - Clive Haines@rbwm

School Direct
Phonics Training
September 2016
The National Curriculum
Reading:
• Word reading
• Comprehension (both listening and reading)
Writing:
• Transcription (spelling and handwriting)
• Composition (articulating ideas and structuring them in speech and
writing)
Activity 1
Good language
comprehension,
poor word
recognition
+
-
Good word
recognition, good
language
comprehension
+
Good word
recognition, poor
language
comprehension
Poor word
recognition, poor
language
comprehension
-
Good composition
skills, poor
transcription skills
+
-
Good composition
skills, good
transcription skills
+
Good transcription
skills, poor
composition skills
Poor transcription
skills, poor
composition skills
-
Programme of Study Year 1
Programme of Study Y2
Phonic Knowledge
What is Phonics?
• Can you write your own brief definition?
What is Phonics?
• Phonics is a body of knowledge, skills and
understanding that is needed in order to master an
alphabetic language.
• The relationships between the sounds of a language
and the letters used to represent those sounds – a
way of teaching reading and spelling that stresses
symbol sound relationships.
Recommendations for High Quality Phonic
Teaching
• Develop children’s speaking and listening skills.
• High quality, systematic phonic work, which is multisensory and interactive, should be taught discretely.
• Phonics should be set within a broad and rich
language curriculum.
High Quality Systematic Teaching of Phonics
Based on a Synthetic Approach
Beginner readers need to be taught:
• Grapheme/phoneme correspondences in a clearly
defined, incremental sequence.
• To apply the highly important skill of blending
phonemes in order, all through a word to read it.
• To apply the skills of segmenting words into their
constituent phonemes to spell.
• That blending and segmenting are
reversible processes.
How would you read this word?
gnoith
How would you read this word?
/gn//oi//th/
Write down the word you are
about to hear.
Letters and Phonemes
Letters:
abcdefghIjklmnopqrstuvwxyz
Phomenes:
/b/ /d/ /f/ /g/ /h/ /j/ /k/ /m/ /n/ /p/ /r/ /s/ /t/ /v/ /w/ /wh/
/y/ /z/ /th/ /th/ /ch/ /sh/ /zh/ /ng/ /a/ /e/ /i/ /o/ /u/ /ae/
/ee/ /ie/ /oe/ /ue/ /oo/ /ar/ /ur/ /or/ /au/ /er/ /ow/ /oi/
/air/ /ear/
Letters and Phonemes
Some of the 140 (approx) letter combinations
illustrated within words:
cat, look, would, put, peg, bread, cart, fast, pig,
wanted, burn, first, term, heard, work, log, want,
torn, door, warn, plug, love, haul, law, call, pain,
day, gate, station, wooden, circus, sister, sweet,
heat, thief, these, down, shout, tried, light, my,
shine, mind, coin, boy, road, blow, bone, cold,
stairs,
(Continued)
Letters and Phonemes
bear, hare, moon, blue, grew, tune, fear, beer,
here, baby, sun, mouse, city, science, dog, tap, field,
photo, van, game, was, hat, where, judge, giant,
barge, yes, cook, quick, mix, Chris, zebra, please, is,
lamb, then, monkey, comb, thin, nut, knife, gnat,
chip, watch, paper, ship, mission, chef, rabbit,
wrong, treasure, ring, sink.
Consonant Phonemes
Vowel Phonemes
/a/
cat
/e/
peg
/i/
pig
/o/
log
/u/
plug
Vowel Phonemes
/ae/
pain
/ee/
sweet
/ie/
tie
/oe/
road
/ue/
moon
Through Phonics we need to
teach how to:
• Identify phonemes in spoken words (phonological
awareness).
• Recognise the common graphemes for each phoneme
(phoneme-grapheme correspondence).
• Blend phonemes into words for reading.
• Segment words into phonemes
for spelling.
Segmenting and Blending
Blending – merging phonemes together to make a
word.
Segmenting – identifying the individual phonemes
within a word.
Three Key Principles
• A phoneme can be represented by one or more
letters
a, b, sh, th, ee, igh
• The same phoneme can be represented/ spelled in
more than one way
rain, may, lake
• The same grapheme may represent more than one
phoneme
sea, steak, bread
Group 1 Phonemes
Phoneme
Letter
/s/
/a/
/t/
/p/
/i/
/n/
s
a
t
p
i
n
How many words can you make from these
phonemes? Which ones are regular VC or
CVC words?
Mr Thorne does Phonics
http://www.youtube.com/watch?feature=player_d
etailpage&v=MOW3pB2KwGA
Phoneme Count
fin
•••
bridge
• • • --catch
• • --slaughter
• • ---- •--
Phoneme Count
faint
ghost
flip
chant
strap
flaunt
brother
splash
please
sprain
hear
stretch
blend
awful
A Quick Quiz?
What is a phoneme?
The smallest unit of sound in a word.
A Quick Quiz?
What is a grapheme?
The written representation of a phoneme – it may
consist of one or more letters.
A Quick Quiz?
How many phonemes are there?
There are 44 in English.
A phoneme can be represented by one, two, three or
even four letters.
A Quick Quiz?
What is blending?
The process of combining phonemes into larger
elements such as clusters, syllables or words.
A Quick Quiz?
What is segmenting?
The process of breaking a word down into its
component phonemes e.g. c-a-t.
A Quick Quiz?
How many phonemes in
Phoneme?
5 - /ph//o//n//e-e//m/
Progression
Choosing a Programme to Support the
Teaching of Phonics
The programme that is adopted by the school or setting needs to
reflect the key features of high quality phonic work and to be adhered
to ‘with fidelity’, applied consistently, used regularly, avoiding drawing
in too many elements from different programmes.
Jim Rose 2006
Phonic Phases
‘Letters and Sounds’ splits phonics teaching up into 6
distinct phases.
Other phonic schemes follow familiar patterns.
These align with the progression in the National Curriculum
The ultimate aim of phonics teaching is for
children to develop as independent readers who
are motivated and engaged
How can teachers ensure that this happens?
• Phonics teaching is lively, creative, focussed and engaging;
• Children learn within an environment that encourages them to talk
about reading and to engage with and respond to the text;
• The physical learning environment encourages children to apply their
learning by using displays and prompts
• The application of phonics skills is planned, deliberately taught and
modelled in reading and writing.
• Regular opportunities to apply phonics to reading and writing
https://www.youtube.com/watch?v=HakryuZuUZU&list=PLITNrDYf_dEKVOShLuwbelh7xkoeQ6Op
Letters and Sounds Phase 1
1 – General sound discrimination – environmental sounds
2 – General sound discrimination – instrumental sounds
3 – General sound discrimination – body percussion
4 – Rhythm and rhyme
5 – Alliteration
6 – Voice sounds
7 – Oral blending and segmenting
Phase 1 shouldn’t really come to an end. These skills
should be worked on throughout Primary School.
Purpose of Phase 2
• Learn 19 phonemes and know the graphemes that
represent them.
• Move on from orally blending and segmenting to
blending and segmenting letters to read and spell
(maybe with magnetic letters) VC and CVC words.
• Introduce two syllable words, simple
captions and some tricky HFW.
Phase 2 Letter Progression
Set 1: s
a
t
p
Set 2: i
n
m
d
Set 3: g
o
c
k
Set 4: ck
e
u
r
Set 5: h
b
f,ff
l,ll
ss
Teaching grapheme – phoneme
correspondences
Digraphs, trigraphs and quadgraphs
watch
much
height
way
though
weigh
ear
whey
stop
cheap
shop
Teaching HFW
• Some HFW should be taught during each phase.
• Many HFW are simple to work out
using phonics.
• Some are ‘tricky’. Children need to be taught
strategies for spelling and reading these words.
High Frequency Words
the
and
a
to
said
in
he
I
Of
it
Which are common exception
words?
Teaching common exception words
Identifying the tricky parts – what makes these words difficult to learn?
have
no
he
you
were
Are there other words which follow the same patterns?
one
Applying
• Must have opportunities in class to read and write
the words that they have been learning in phonics
sessions.
• Guided reading
• Shared reading
• Captions
• Labels
• Whiteboards and pens
• Magnetic letters
• Differentiated literacy work
Purpose of Phase 3
• Teach another 25 phonemes and graphemes to go
with them.
• Learn letter names.
• Continue to practise blending and segmenting
using new phonemes and two syllable words.
25 Phonemes Taught in Phase 3
Letters
Set 6: j
v
w
Set 7: y
z,zz qu
Consonant digraphs: ch
Vowel digraphs: ai ee
oa
oo
ar
or
ear air
ure er
x
sh
igh
ur
th
ng
ow
oi
Purpose of Phase 4
To consolidate children’s knowledge of graphemes in
reading and spelling words containing adjacent
consonants and polysyllabic words.
In Phase 4, children:
• can blend adjacent consonants in words and apply
this skill when reading unfamiliar texts, (CCVC, CVCC,
CCVCC)
step
list
clap grasp strap
• can segment adjacent consonants in words and apply
this in spelling.
Adjacent consonants are not digraphs. They make
two distinct sounds.
Activity
Can you list at least five words that fit into the
following categories:
CCVC (eg. frog, trip)
CVCC (eg. post, lamp)
CCVCC (eg. clamp, clasp)
How would you categorise chimp?
Purpose of Phase 5
• Children broaden their knowledge of graphemes and
phonemes for use in reading and spelling.
• Learn new graphemes and alternative pronunciations
some of which they will have already encountered in
high frequency words.
• Learn to choose the appropriate graphemes when
spelling and begin to build up word specific
knowledge.
New Graphemes for Reading
Alternative Pronunciations
Using place names for a phonic assessment
Wendover
Tenby
Newton Abbot
Ascot
Crawley
Wokingham
Yarmouth
Chorley
Bakewell
When getting children to read these place names, what would you look
out for?
• Do children read some words in one go without segmenting and blending?
• Do they adopt phonic strategies by breaking words into individual
phonemes?
• Can they spot digraphs?
• Do they break some words up into words within words?
• Which GPCs do they know well?
• Which GPCs do they struggle with?
• Try other place names.
Purpose of Phase 6
Reading
• Learn some of the rarer phoneme-grapheme
correspondences.
• Develop automaticity in reading. In particular,
reliably recognising digraphs as representing one
sound.
• Children should become fluent readers
during this phase and develop a range
of comprehension strategies.
Purpose of Phase 6
Spelling
• Identifying the tricky bit in a word.
• Develop strategies for spelling longer words.
• Develop guidelines for making choices between
spelling alternatives.
• Begin to explore spelling conventions
e.g. when using the past tense,
adding suffixes etc.
Beyond Phase 6
“Note that the teaching of spelling cannot be
completed in Year 2 – it needs to continue rigorously
throughout primary school and beyond if necessary.”
Letters and Sounds
Teaching Phonics
Integrating the Three Information
Sources in Text
Phonics
Word
recognition
Graphic
knowledge
Visual V
Meaning M
Does it look right?
Does it make
sense?
Knowledge of
the world and
use of the text
Structure S
Does it sound right?
Can you say it like that
in English?
Grammatical
knowledge
Using Information in Text
Meaning, Structure
My nana is frightened of spiders.
She _____ when they are around.
But I am not _____ of spiders.
Do you like this one here on the ___?
Using Information in Text
Meaning, Structure, Visual information
My nana is frightened of spiders.
She y____ when they are around.
But I am not sc____d of spiders.
Do you like this one here on the c___ing?
Using Information in Text
Meaning, Structure, Visual information
My nana is frightened of spiders.
She screams when they are around.
But I __ not scared of spiders.
Do you like this one here on the g____?
Integrating the Three Information Sources in
Text
Visual V
Meaning M
Does it look right?
Does it make
sense?
Structure S
Does it sound right?
Can you say it like that
in English?
Spelling Test Results!
Allen
Correct
Jay
Big
Miy
Pla
Theat
Sed
Hav
Funtheau
Much
Dus
Wont
Big
My
Play
That
Said
Have
Father
Much
Does
want
Big
My
Paol
Tam
Semt
Haf
Tauf?d
Muts
Delm
Womt
2/10
2/10
Teaching Sequence for a Discrete Phonics
Session
•
•
•
•
•
•
Introduction – objectives and criteria for success
Revisit and review
Teach
Practice
Apply
Assess learning against criteria
Phoneme Frames
Phoneme Frames
ch
Phoneme Frames
ch
o
Phoneme Frames
ch
o
p
Phoneme Frames
Phoneme Frames
l
a
Phoneme Frames
l
a
s
Phoneme Frames
l
a
s
t
Full Circle
Word Sort
Tricky Words
Quick write
Tricky word bingo
Multi sensory approaches
http://www.familylearning.org.uk/sight_word_g
ames.html
More Ideas
http://www.letters-and-sounds.com/
Portraits
Bob
Penny
David
Tom
Charlie
Sophie
Mary
• Decide some key pieces of information about
your character.
• Go ahead and draw.
Likes and Dislikes
• Party food
• Shopping
• Animals at the zoo
What’s on the Menu?
Create and name a restaurant that will only serve items
of food that begin with the target phoneme. E.g.
Charlie’s Cheery Cafe serves
• Cheese on Toast
• Cherries and Cream
• Chow Mein
Taking phonics outdoors
How do you think you can teach and reinforce phonics using the
outdoor areas?
Walks
Playground Games
• Hopscotch
• Snakes and Ladders
• Runaround
• Hoops
• Cheerleaders
Hopscotch
Snakes and Ladders
Runaround
Hoops
Cheerleaders
Next Steps
Identify two key actions that will enable you to follow up on today’s
training.