Teaching Phonics Day 1

8/17/2019 Teaching Phonics Day 1

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Primary

National Strategy

Teaching phonics and early readingin the renewed framework

Day 1 of 2+1 Training

© Crown Copyright 2006


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Aims of Session

• To develop a shared understanding of the

Rose Report and its recommendations

• To raise awareness of high quality, systematic

teaching of phonics• To eamine the 6 phases of phonic

development

• To eemplify each phase through practicalactivities

• To consider phonic assessment and trac!ing


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Agenda

"#$0am %ntroduction The Rose Review

&verview of the 6 phases

'emplification of each phase withpractical activities

(2 noon )unch (pm 'emplification cont#

*pplication of phonics across the curriculum

+lanning for a wee!

*ssessment and trac!ing

The perfect phonic programme ap tas!

$#$0pm -uestions and Close


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© Crown Copyright 200.

.

The Rose Review

/inal Report, im Rose, 1arch 2006/inal Report, im Rose, 1arch 2006


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Reminder abot the key findings!

• 1ore attention needs to e given to spea!ing and listeningfrom the outset

• 3igh quality, systematic phonic wor! should e taughtdiscretely and daily and in line with the definition of high

quality phonic wor! as set out in the Rose report

• +honics should e set within a road and rich languagecurriculum that ta!es full account of developing the fourinterdependent strands of language

• /or most children phonics teaching should start y the ageof five, su4ect to the professional 4udgement of teachersand practitioners


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"inks to the

#arly $ears %ondation Stage

• Compatile with each other

• 'plicit epectations aout continuity

and progression in phonics

• Changes to an ')


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"inks to the Renewed %ramework

+lease loo! at

5Core )earning in )iteracy7trand 8#


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%eatres of high &ality phonic work!

• 9ris! pace of learning• 7ystematic

• *mitious

•'n4oyale

•Time:limited part of the reading 4ourney

•+rogress is monitored carefully

•Teaching is adapted to achieve optimum progress

for each child


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'hat do or children need to learn(

• grapheme:phoneme correspondences

• lending ;synthesising< phonemes in

order

• segmenting words into their constituent

phonemes

• that lending and segmenting arereversile processes


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)rapheme Awareness

*sondsymbol correspondence,

=hen children are ale to>

discriminate, articulate and rememer >

a range of speech sounds, they are

ready to lin! these sounds to specific

letters or groups of letters#


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-tline of Progression

Phase 1

Through speaking and listening activities,

children will develop their language

structures and increase their vocabulary. Indeveloping their phonological awareness,

children will improve their ability to

distinguish between sounds, and willbecome familiar with rhyme, rhythm and

alliteration.


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-tline of Progression cont.

Phase 2

To introduce grapheme-phoneme (letter-

sound) correspondences.

Phase /

To teach children one grapheme for each of

the 44 phonemes in order to read and spellsimple regular words#


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-tline of Progression cont00

Phase

To teach children to read and spell words

containing adacent consonants#

Phase

To teach children to recognise and use

alternative ways of pronouncing thegraphemes and spelling the phonemes

already taught.


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-tline of Progression cont00

Phase 3

To teach children to develop their skill

and automaticity in reading and

spelling, creating ever-increasing

capacity to attend to reading for

meaning.


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Phase -ne

%n developing their phonological

awareness children will improve

their aility to distinguishetween sounds and to spea!

clearly and audily with

confidence and control#


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4ideo


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Phase -ne

Through spea!ing and

listening activities, children

will develop their languagestructures and increase their

vocaulary#


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Activity

• )oo! at the photographs of quality

environment and routines

• %dentify opportunities for

? Child:initiated spea!ing and listening

? *dult:led spea!ing and listening


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#n5oy listening to noises

• 'nvironmental

• %nstrumental

• 7peech sound discrimination

• 1a!ing sounds with their own voices


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Phase -ne -tcomes

• 'plore and eperiment with sounds and words

• )isten attentively

• 7how a growing awareness and appreciation of

rhyme, rhythm and alliteration

• 7pea! clearly and audily with confidence and

control

• @istinguish etween different sounds in words• @evelop awareness of the differences etween

phonemes


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Phase Two

To introduce grapheme:phoneme

;letter:sound< correspondences


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Phase Two -tcomes

• Children !now that words are constructed from

phonemes and that phonemes are represented

y graphemes

• They have !nowledge of a small selection of

common consonants and vowels#

• They lend them together in reading simple

CAC words and segment them to supportspelling#


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6odel for the daily direct teaching of

phonics skills

Revisit and Review

Teach

+ractise

*pply


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Phase Three

To teach children one grapheme for

each of the .. phonemes in order to

read and spell simple regular words#


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Phase Three.0see handot

4ideo and discssion


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Phase Three -tcomes

• Children lin! sounds to letters, naming andsounding the letters of the alphaet#

• They recognise letter shapes and say a sound foreach#

• They hear and say sounds in the order in whichthey occur in the word,

• They read simple words y sounding out andlending the phonemes all through the word from

left to right#• They recognise common digraphs and read some

high frequency words#


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Application


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Application


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Phase %or

To teach children to read and spell

words containing ad4acent

consonants#

dog, lac!, flat, strip, chest


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Phase %or.00see handot

*ctivities from +laying with 7ounds• +honeme frame ? to spell words• 7ound uttons ?lending

• Countdown for lending• 7illy sentences• -uic!write for spelling• /ull circle ? spelling• B7'=

@iscussion


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b e l t


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n e s t


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f r o g


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Phase %or -tcomes

• Children are ale to lend and

segment ad4acent consonants in words

• They apply this s!ill when reading

unfamiliar tets and in spelling#


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Phase %ive

Teaching children to recognise and use

alternative ways of pronouncing the

graphemes and spelling the phonemes

already taught#


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Same letters7 different sonds

mean

r ead

r ead


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Same sond7 different letters

may

ma!e

pain


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© Crown Copyright 200.

$

i

a

e ou

vowels


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"ong 4owels

DeD

DeeD


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"ong or Short (

• )isten to the words#

• )ong DeeD or short DeDE

• 7how meF


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A Real Treat

Tom was very happy# %t was the wee!end and he was off

to the each with his mum and dad, his puppy and ay

+ete#

53elp me pac! the green ag, said mum# 5=e need sun

cream and lots to eat#

Tom got into his seat in the ac! of the car and the puppy

got on his !nee# +ete held his toy sheep# &ff they went#

9eepF 9eepF

*t the end of the street there was a ig truc!# %t had lost a

wheel#

5&h, no, said Tom# 5=ell e here for a wee!F

@ad went to spea! to the driver to see if he could help#


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A Real Treat

Tom was ver y happy# %t was the wee!end and he was off

to the each with his mum and dad, his puppy and ay

+ete#

53elp me pac! the gr een ag, said mum# 5=e need sun

cr eam and lots to eat#

Tom got into his seat in the ac! of the car and the puppy

got on his !nee# +ete held his toy sheep# &ff they went#

9eepF 9eepF

*t the end of the str eet there was a ig truc!# %t had lost a

wheel#

5&h, no, said Tom# 5=ell e her e for a wee!F

@ad went to spea! to the driver to see if he could help#


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Sorting by grapheme

y ee ea e eGe


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Phase %ive -tcomes

Children willH

• use alternative ways of pronouncing the graphemes andspelling the phonemes corresponding to long vowelphonemes#

• identify the constituent parts of two:syllale and three:syllale words and e ale to read and spell phonicallydecodale two:syllale and three:syllale words#

• recognise an increasing numer of high frequency wordsautomatically#

• apply phonic !nowledge and s!ills as the prime approach inreading and spelling when the words are unfamiliar and notcompletely decodale#


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Progression and pace sheet

+lease loo! at yellow sheetH

• +hases and activities

• +hase $ su:divided for purposes of

assessment and trac!ing

• 7uggested timescales


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phonics skills

Revisit and Review

Teach

+ractise

*pply


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Phase Si8 -tcomes

• Children apply their phonic s!ills and

!nowledge to recognise and spell an

increasing numer of comple words#

• They read an increasing numer of high and

medium frequency words independently and

automatically#


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Progression and Pace

Ising the yellow handout as a

prompt, do the new phases

present any implications forteaching phonics in your classE


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Steps to Phases

9""D Phonic phases Playing with sondsSteps

9)%S :9"" :"inkingsonds and letters *alsosee %S profile and ;"S,

1 1

2 2

/i 2/ii 2

/iii 2 +elements of 3

3 and beyond

3 3 + < and beyond


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Application of phonics teaching

This should happen in shared and guided

reading and writing, and across the

curriculum#

Refer to the handoutH !pplication of phonic

skills and knowledge in shared and guided

sessions.


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Application across the crriclm


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Developing learning across a week

• @iscrete daily teaching of phonics

• @aily application in shared reading and

writing

• @aily application across the curriculum

• *pplication in guided reading

• *pplication in guided writing


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Assessment

• /ormative

? *ssessment for learning

? &ngoing

• 7ummative

? *ssessment of learning


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%ormative assessment

• &servation

? 7pontaneous

? +lanned

• 7ignificant comments

• Record of *chievementD+ortfolio

S


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Smmative assessment

• /oundation 7tage +rofile

• Trac!ing sheet

• 'nd:of:year reports

A i h Ph


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Assessing the Phases

7cenarios *ctivity


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)ap Task

• )oo! at the model for the daily teaching of

phonics# Ise this model to plan your phonic

teaching for one wee!#

• Ise the 5%ndicators of good practiceH phonic wor!to assess the quality of phonic wor! in your

school# ;see yellow handout<

9e prepared to feedac! your findings on

@ay 2 of training#

9h i h i


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9hoosing a phonics programme

The selected programme should eH

• implemented with fidelityJ

• fully compatile with a road, rich curriculumJ

• systematic, with a clearly defined and structured

progressionJ• delivered in discrete daily sessions at a ris! paceJ

• matched to childrens developing ailitiesJ

• underpinned y a synthetic approach to lending

phonemes in order all through a word to read itJ• multi:sensory, encompassing various visual, auditory

and !inaesthetic activities#


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9hoosing a phonics programme

The selected programme shouldH

• ma!e clear that lending and segmenting are

reversile processesJ

• offer clear guidance on how to assess progress to

inform net steps for learningJ

• offer guidance on how to adapt the programme for

children with 7'B or who have missed earlier

elements#

• ma!e clear the importance of spea!ing and

listening as the foundation for emar!ing on a

systematic phonics programmeJ


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What ever phonicsprogramme is

chosen, it isimportant to

implement it with

fidelity!

= ti d 9l


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=estions and 9lose

Documents

Teaching Phonics Day 1