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PGCE Lecture

PGCE Lecture. Systematic Synthetic Phonics. Teachers’ Standards. PART ONE: TEACHING A teacher must: TS3 Demonstrate good subject and curriculum knowledge If teaching early reading, demonstrate a clear understanding of systematic synthetic phonics. What is systematic synthetic phonics?.

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PGCE Lecture

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  1. PGCE Lecture Systematic Synthetic Phonics

  2. Teachers’ Standards PART ONE: TEACHING A teacher must: TS3 Demonstrate good subject and curriculum knowledge • If teaching early reading, demonstrate a clear understanding of systematic synthetic phonics

  3. What is 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). And systematic phonics? Phonics instruction is systematic when all the major grapheme-phoneme correspondences are taught and they are covered in a clearly defined sequence. (GPCs)

  4. Background & Context • Rose Review in the Teaching of Early Reading 2006 • Changes in the statutory requirements of National Curriculum and Early Years Foundation Stage to reflect new focus on phonics • Letters and Sounds resources sent to all schools 2007 • Emphasis on systematic phonics teaching ( synthetic regarded as best approach) • Increasing attention on systematic synthetic phonics (SSP) as main teaching approach in early reading 2010 • Government’s decision on a phonics screening check for 6 year olds ( pilot 2011 and rolled out 2012) • Change in criteria for phonics programmes 2010 now includes ‘decodable books’ • Match funding available to school buying selected resources from official catalogue • New standards for QTS includes ability to teach SSP 2012 • Results of 2012 phonics screening check 58% of pupils met the expected standard of phonic decoding ability (at least 32 / 40 words & pseudo words)

  5. Rose report : key recommendations The teaching of early reading should be contextualised within a broad and rich multi-sensory language curriculum, i.e: Varied opportunities to listen and talk Quality reading experiences, i.e. being read to, sharing or independently reading from a range of reading materials, e.g. poetry, narrative, non-fiction. A holistic view of learning that makes sensible links between subject areas. Appropriate use of ICT.

  6. The role of phonics Rich language environment song drama stories Talk SSP Print-rich A range of books Book talk rhyme Reading writing media ICT

  7. The role of phonics Rich language environment song drama Print-rich A broad and rich language curriculum Talk stories A range of books Book talk Reading rhyme writing media ICT

  8. PGCE Opportunities (2012/2013) 10 steps to Successful Skills and Understanding of Systematic Synthetic Phonicsat Middlesex University • Visit to Partnership schools to observe phonics lessons (October 2012) • Introductory lecture on the importance of SSP (October 2012) • Receive a SSP portfolio to develop understanding and build up skills in teaching phonics and track own progress (October 2012) • Present mini teaching sessions on phonemes - semester 1 • Self study material available on UniHub (throughout the year) • School experience includes requirements to observe and teach phonics (SBT1 and SBT2) • Receive feedback from mentor or classteacher or link tutor on teaching phonics on SBTs • Taught university sessions to include practical opportunities to use resources in teaching phonics (semester 1) • Support in planning a phonics lesson and receive feedback (semester 1) • Continuing support with the University’s Wikiphonics in your NQT year

  9. Student Teachers’ SSP Portfolio Sections on: • Subject knowledge – must be secure • Criteria for selecting phonic programme • Planning for phonics • Step by step guidance with the Letters and Sounds programme • Regular progress checks, reflection and setting targets via activities and auditing

  10. Phonological awareness

  11. Phonic knowledge and skills Alphabetic code Phonemes are represented by graphemes The skill of Blending (synthesising) READING The skill of Segmenting SPELLING C a t = cat Cat = c a t Blending and segmenting are reversible processes

  12. The English language has 44 phonemesand 26 letters • A phoneme can be represented by one or more letters. E.g. t kn igh • The same phoneme can be represented (spelt) in more than one way. E.g. rain may lake • The same grapheme may represent more than one phoneme .E.g mean /deaf • or field / tried THIS IS THE ALPHABETIC CODE

  13. The four principles of SSP • Learn grapheme/phoneme (letter/ sound) correspondences (the alphabetic code) in a clearly defined, incremental sequence (GPC); • Apply the highly important skill of blending (synthesising) phonemes, in order, all through a word to read it; • Apply the skills of segmenting words into their constituent phonemes to spell; • Blending and segmenting are reversible processes. 13

  14. How many phonemes? shelf dress thing boat eight

  15. Phonic TerminologyThese terms can be used with children • Phoneme • Grapheme • Digraph • Split digraph • Trigraph • Blending • Segmenting How many words can you define?

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