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Phonics Training: Teaching Phonics in Schools

Learn about the progression of phonics teaching across year groups, the importance of revisit and review, and how to plan and teach phonics sessions. Explore phases 3, 4, and 5 of phonics teaching and the strategies used to reinforce phoneme/grapheme knowledge. Discover the benefits of whole class teaching and differentiation in phonics instruction.

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Phonics Training: Teaching Phonics in Schools

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  1. Phonics (Day 2)

  2. Emma WilkinsonWensley Fold CE Primary Academy

  3. Phonics Aerobics with Year 1

  4. Find someone who………………..

  5. What did you find out about how phonics is taught in your school? • Talk about progression across the year groups. • Think about revisit and review, teach, practice and apply – did you see this in the lessons you observed? • Any new questions about the teaching of phonics?

  6. Phonics Training Phonics Revisit example To develop phonic subject knowledge. How to teach a class and begin to look at resources Planning a session

  7. Purpose of phase 3up to 12 weeks • 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

  8. 25 phonemes taught in Phase 3 Letters3i Set 6: j v w x Set 7: y z,zz qu Consonant digraphs: 3ii ch sh th ng Vowel digraphs:3iii ai ee igh oa oo ar or ur ow oi ear air ure er

  9. Which vowel digraph is the odd one out?

  10. Purpose of phase 4(4 – 6 weeks) • To consolidate children’s knowledge of graphemes in reading and spelling words containing adjacent consonants and polysyllabic words

  11. Phase 4 • can blend adjacent consonants in words and apply this skill when reading unfamiliar texts, (CCVC, CVCC, CCVCC) step listclap graspstrap • can segment adjacent consonants in words and apply this in spelling Beware – Adjacent consonants are not digraphs. They make two distinct sounds.

  12. Adjacent consonants • Children with speech and language difficulties find this stage tricky. Persevere – they will get there. • Adjacent consonants are no longer taught as blends as this can be a barrier to learning. Not everybody knows this yet. • Spread the word to other people • Watch out for old resources (and some new ones) • Train children to think about mouth movements

  13. Purpose of Phase 5(throughout Year One) • 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

  14. New graphemes for previously taught phonemes

  15. Alternative pronunciations

  16. Alternative spellings

  17. http://archive.teachfind.com/ttv/www.teachers.tv/videos/primary-framework-early-reading-and-phonics.htmlhttp://archive.teachfind.com/ttv/www.teachers.tv/videos/primary-framework-early-reading-and-phonics.html

  18. Teaching sequence • Revisit and review • Practise previously learned phonemes and graphemes • Practice oral blending and segmenting • Teach • Teach a new grapheme/phoneme • Teach blending and/or segmentation of phonemes in words • Teach one or two tricky words • Practice • Practise reading and/or spelling with the new phoneme/grapheme • Apply • Make frequent links between the phonics sessions and reading and writing throughout the day and across the curriculum. Give children lots of opportunities, right from the start of the programme, to use their phonics knowledge for reading and writing. • It’s what they’re for!

  19. Whole class teaching • Pitch at the 60% mark. • If this is phase 1-5, then teach the whole class 15 mins per day focussed phonics teaching – See Letters and Sounds • If this is phase 6 or beyond you can probably move onto KS2 learning intentions but it is still important to include a fast track introduction to phonics and then lots of revision. • Build differentiation into your planning to support children above and below the 60% mark.

  20. Phonics teaching in FS & KS1 • 20 minutes a day • Every single day • At the appropriate phase for the class. PACEY FUN SYSTEMATIC

  21. Phonics Lesson PHASE 3 • Phonics lesson – Phase 3 • Objective • Tell the children that we are going to learn two new phonemes ‘ch’. Show example. • Remind them why we are doing a phonics session! • Revisit and review • Give out words containing previously learnt phonemes y, z, zz, qu. • Choose a child to come and hold up his/her word. Let the children read them – press sound buttons. Segment the words using chopping and marching actions. • Teach • Show the children two example words containing ‘ch’ (chip, chat) Point out the new phonemes – blend and segment. Can the children think of any more words containing these phonemes? • Practice • Give out 5 pictures of objects and 5 words which contain ‘ch’ - children with words find their correct picture partner – pictures match to words (some of the phonemes may come at the end of words). • Words e.g. - church, chips, chair… • Blend and segment the words. • Apply •  Can the children read the sentence: The man went to church to have a chat. • Ask the children what they have learnt today – remind them again

  22. Phonics Lesson PHASE 4 • Phonics lesson – Phase 4 • Adjacent consonants • Objective • To blend and segment adjacent consonants in words and to apply this skill when reading and spelling • Revisit and review • Remind the children that they know lots of phonemes and they can read and spell lots of words which contain 3 phonemes. Make some cvc words with magnetic letters for them to blend and read. • Teach • Explain that we are going to blend and read words containing 4 phonemes • Using magnetic letters – demonstrate blending the adjacent consonants in some of the words to be used in Stand up Bingo. • Practice • Play Stand up Bingo. • Give each child one word containing 4 phonemes and adjacent consonants. • Read out a word and the child with the word stands up. • The child asks the rest of the group to spell the word out loud (keeping the word hidden). The child shows the group the word. • Words chosen: • Plan, speck, trip, grab, track, spin, spot, frog, step, flag, grip, glad. • Apply • Face all words downwards – children take it in turns to select a word, read it out and count phonemes on their fingers as they chop up the word. • Ask the children what they have learnt today – remind them again!

  23. Phonics Handbook Available in each class. Contains: Scheme of Work Planning Assessment Resources

  24. Resources • Letters and Sounds • Phonics Play • Mrs Pryce • Communication4all

  25. Activity Plan a session to teach the sound ‘ay’

  26. For next timePlan and teach a phonics session or series of sessions.

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