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Systematic synthetic phonics NQT Support

Systematic synthetic phonics NQT Support. Introduction and update Programme and personal review Subject knowledge and skills. Introduction and updating. Rationale. To offer extended support to those NQTs who may be new to the teaching of SSP & early reading.

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Systematic synthetic phonics NQT Support

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  1. Systematic synthetic phonics NQT Support Introduction and update Programme and personal review Subject knowledge and skills

  2. Introduction and updating

  3. Rationale • To offer extended support to those NQTs who may be new to the teaching of SSP & early reading. • To support & develop phonic subject knowledge

  4. The important role of phonics In the most effective schools, pupils used their phonic knowledge initially to attempt unfamiliar words, and they used other cues and strategies to check the meaning. This was true as much for low attaining pupils as it was for the fluent readers. Consequently, they understood and could usually explain what was happening in the text.

  5. The important role of phonics …In the ineffective schools, however, many pupils in Years 2 and 3 who found it difficult to learn to read had inadequate phonic knowledge and skills. They struggled in using phonics beyond initial letter sounds. They often knew that they had to sound out the individual letters (or groups of letters) but they did not have the skills to blend sounds together to produce the correct word. Ofsted: Reading for purpose and pleasure (2004)

  6. Government focus on SSP:systematic synthetic phonics ‘So we are determined to focus on ensuring that reading is taught effectively in primary schools and we will say more about this in the coming months.’ Nick Gibb, Schools Minister 22.07.10

  7. The Importance of Teaching - The Schools White Paper 24.11.10 • ‘We will improve early numeracy and literacy, promoting systematic synthetic phonics and assessing reading at age six to make sure that all children are on track.’ (p43)

  8. New National Curriculum • Clear expectations relating to which phoneme/graphemes must be learnt. • Key skills of blending for reading & segmenting for spelling are highlighted. • The PoS is progressive and builds on the children’s knowledge and experience. • Phonics is non-negotiable. It is the primary strategy for teaching early reading.

  9. Phonics in the new NC

  10. Year 1 Phonics screening check • By introducing the Check the Government hopes to identify pupils with below expected progress in phonic decoding. These pupils will receive additional intervention and then retake the Check to assess the extent to which their phonics ability has improved, relative to the expected level.

  11. Year 1 Phonics screening check • Pilot in approx. 300 schools June 2011 • Statutory this year for all Year 1 children • Phonic decoding: 40 items of real words and non-words • 2-3 mins per pupil to administer; one-to-one • Performance tables – no; RAISEOnline – yes • Further update in Phonics Session 2

  12. Graphemes used in the screening check Section 1 • a ar b c ch ck d e ee f ff g h I j k l ll m n ng o oi oo or p qu(q) r s ss sh t th u v w x y z zz Section 2 • a-e ai air au aw ay e-e ea ew i-e ie igh ir o-e oa ou ow oy ph u-e ue ur wh

  13. TS3 ‘if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics’

  14. SSP: Programme and personal review

  15. :Systematic synthetic phonics Synthetic phonics refers to an approach to the teaching of reading in which the phonemes [sounds] associated with particular graphemes [letters] are pronounced in isolation and blended together (synthesised). Definition adopted by The Rose Review (2006)

  16. Systematic synthetic phonics • Systematic – a clear well defined sequence • Synthetic – sounds and sequences of letters learned separately and how they blend to form a word

  17. Systematic synthetic phonics within your UG programme 1QTE40: • Year 1 phonics visit • Sessions on phonics for reading • Assessing target child, including miscue analysis • Subject knowledge audits • Workshop 2QTE40: • Sessions on phonics for spelling • Assessing target children • Subject knowledge audits/test • Workshop 3rd Year: • 2 whole cohort inputs • 1 workshop session • Subject knowledge audit Moodle support e.g. phonics DVD area and guided reading DVD area

  18. Systematic synthetic phonics within your PGCE programme 3PGC07: • Subject knowledge and pedagogical input during workshops • Focused phonics visit • Regular audits to show progress • Intervention workshops to support subject knowledge • Tutorial support School-based content • Focused phonics visit • Early reading appraisal • Research opportunities within MPGC04 module/consolidation placement • Subject specialism enrichment Moodle support e.g. phonics DVD area and guided reading DVD area

  19. Revisiting SSP: Phonics subject knowledge and skills

  20. Terminology • Phoneme • Grapheme • GPC • Digraph • Trigraph • Adjacent consonant • Split digraph • Blending • Segmenting • CVC • CVCC

  21. Some definitions: A phonemeis the smallest unit of sound in a word.

  22. Some definitions: Grapheme Letter(s) representing a phoneme. t aiigh

  23. Some definitions: Blending: Recognising the letter-sounds in a written word, for example c-u-p, and merging or synthesising them in the order in which they are written to pronounce the word ‘cup’.

  24. Some definitions: Oral blending: Hearing a series of spoken sounds and merging them together to make a spoken word. No text is used. For example, When a teacher calls out ‘b-u-s’, the children say ‘bus’. This skill is usually taught before blending and reading printed words.

  25. Some definitions: Segmenting: Identifying the individual sounds in a spoken word (eg h-i-m) and writing down or manipulating letters for each sound to form the word ‘him’.

  26. Some definitions: Digraph: Two letters, which make one sound. A consonant digraph contains 2 consonants: sh ck thll A vowel digraph contains two vowels or a vowel and a consonant: aieearoy

  27. Some definitions: Trigraph: Three letters, which make one sound. ighdgetch

  28. Some definitions: Split digraph: • A digraph in which the two letters are not adjacent – e.g. make

  29. CVC words Consonant – vowel – consonant A CVC word does not have to be a three letter word. It does have three phonemes…and three graphemes in CVC order.

  30. CVC words – clarifying some misunderstandings. Which words are CVC words? p i g c h i c k s h i p c a r b o y c o w f i l l h u f f s o n g f o r d a y m i s s

  31. CVC words – clarifying some misunderstandings p i g CVC c h i c k CVC s h i p CVC c a r CV b o y CV c o w CV f i l l CVC h u f f CVC s o n g CVC f o r CV d a y CV m i s s CVC

  32. Phonics at KS2 There may be gaps in phonic knowledge Poor readers at Key Stage 2 may need on-going support e.g. intervention strategies e.g. a phonics booster programme for poor readers in Year 5 (Wave 2). Phonic knowledge is needed to teach more complex areas of spelling Professional development – teachers DO change year groups and key stages

  33. Phonics is…

  34. Enunciation • Teaching phonics requires a technical skill in enunciation • Phonemes should be articulated clearly and precisely

  35. Consonant phonemes /b/ baby /m/ man /y/ yes /d/ dog /n/ nut /z/ zebra /f/ field /p/ paper /w/ was /g/ game /r/ wrong /l/ lamb /h/ hat /s/ sun /ng/ ring /j/ judge /t/ tap /zh/treasure /k/ cook /v/van /ch/ chip /sh/ ship /th/ thin/then

  36. Vowel phonemes • /a/ cat /ie/ tie /er/ sister • /e/ peg /oe/ road /ow/ shout • /i/ pig /ue/ moon /oi/ coin • /o/ log /oo/ look /air/ fare • /u/ plug /ar/ cart /ear/ sheer • /ae/ pain /ur/ first /ure/ tour • /ee/ feet /au/ torn

  37. Phoneme count Count the phonemes in these words: leg neck nail cheek mouth thigh

  38. Segmenting toe /t/ /oa/ thumb /th/ /u/ /m/ foot /f/ /oo/ /t/ nail /n/ /ai/ /l/ leg /l/ /e/ /g/ neck /n/ /e/ /k/ knee /n/ /ee/ chin /ch/ /i/ /n/ thigh /th/ igh/ cheek /ch/ /ee/ /k/ hip /h/ /i/ /p/ mouth /m/ /ow/ /th/ back /b/ /a/ /k/ nose /n/ /oa/ /z/ arm /ar/ /m/ head /h/ /e/ /d/ hair /h/ /air/ lip /l/ /i/ /p/ tooth /t/ /oo/ th/ tongue /t/ /u/ /ng/ heel /h/ /ee/ /l/

  39. ll ss ff zz ck fill miss huff fizz

  40. Vowel and consonant digraphs and trigraphs

  41. Digraphs and trigraphs • chat Digraph: two letters • ship which make one sound • hoot • feel Trigraph: three letters • knight which make one sound • part • bear

  42. Adjacent consonants

  43. Adjacent consonants

  44. Answers

  45. Split digraph • came • time • tune • these • bale • make Split digraph: two letters making one sound but split by another letter

  46. Long vowel phoneme sort activity Remember, phonemes can be represented in different ways. e.g. hole, bowl, coal, soul, stroll e.g. blew, do, moo, shoe, through

  47. Long vowel phoneme word sort make out caught blue tile sight bee sleigh day toy bear train

  48. Spelling • There are patterns or regularities that help to determine choices or narrow possibilities – for example for each vowel phoneme some digraphs and trigraphs are more frequently used before certain consonants than others • Children need to explore these patterns through word investigations • Teachers need to understand these patterns in order to structure their teaching and design or select appropriate activities

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