Transcript Slide 1

Synthetic Phonics
And the Literacy
continuum
Introducing…
• Jodi Warner AP ES1
• Janette Hooperclassroom teacher/
I.T. extraordinaire
• Tracey Currell – a
recent convert to
ES1 who has
embraced and
enhanced programs
Something to think about!
More than any other subject or
skill, our children’s futures are all
but determined by how well they
learn to read.
Children of the Code 2005
Something to think about!
Statistically, more American children suffer
long-term life-harm from the process of
learning to read than from parental abuse,
accidents, and all other childhood
diseases and disorders combined.
BUT WHY ???? Are your guided reading
sessions like FBI questioning or a book
club which encourage reading, talking and
thinking ?
Something to think about!
In purely economic terms, reading related
difficulties cost the U.S. more than the war
on terrorism, crime, and drugs combined.
Children of the Code 2005
What’s Happening?
• All over the English speaking world there
is debate about the best way to teach
beginning reading. The USA and Australia
are both looking at the teaching of
beginning reading and the place of
synthetic phonics.
FOOD FOR
THOUGH T
How much time and expertise is put into teaching
our new teachers how children learn to read and
how to teach reading ???
•Over the last decade the performance of
Australian students has declined at all levels
of achievement, notably at the top end.
• In 2000, only one country outperformed
Australia in reading and scientific literacy and
only two outperformed Australia in
mathematical literacy.
• By 2009, six countries outperformed
Australia in reading and scientific literacy and
12 outperformed Australia in mathematical
literacy.
Gonski report 2012
Teaching Reading
• We recognise that the teaching of reading
has attracted the interest of the media in
recent times.
• Synthetic phonics is no fad. It is based on
findings of evidence-based research about
how children best learn to read.
• Every school in England and Wales now
needs to teach reading with Synthetic
Phonics.
What is synthetic phonics?
This is a method that teaches children how
spoken words are composed of sounds
called phonemes and, how the letters in
words correspond to those phonemes.
At JPPS we chose to implement this strategy
in 2011 as we needed a consistent
approach to teach spelling. It is the basis for
our scope and sequence
The ability to hear,
focus on and
manipulate phonemes
in a spoken word.
Having good
phonemic awareness
is the strongest
indicator of future
reading success.
When using a
synthetic
phonics
approach, we
discuss the
meaning of
new words
and use this
as an
opportunity to
expand
vocabulary
knowledge.
We don’t want c-a-t we want automatic word recognition which leads to
fluency. When children read with speed, accuracy and expression, they
are more likely to comprehend and remember the content
Phonic knowledge gives children the
tools to crack the reading code so that
fluency and comprehension follow
To make meaning from texts. Using background
knowledge and vocabulary knowledge to create
sensory images and then to understand what is read
Synthetic phonics refers to an approach to the
teaching of reading in which phonemes (sounds)
associated with particular graphemes (letters) are
pronounced in isolation and blended together
(synthesised). For example, children are taught to
take a single-syllable word such as cat apart into its
three letters, pronounce a phoneme for each letter in
turn /k, a, t/, and blend the phonemes together to
form a word. Synthetic phonics for writing reverses
the sequence: children are taught to say the word
they wish to write, segment it into its phonemes and
say them in turn, for example /d, o, g/, and write a
grapheme for each phoneme in turn to produce the
written word, dog.
According to the K-6 literacy contiuum :
Phonics involves making the connection between
sounds and letters when reading and spelling
Upon entering Kindergarten a benchmark is that a
child can –
•Identify one letter that is the same in two words
• Identify some letter names
Upon leaving year 2
* Know common sounds for vowel diagraphs and
use syllabification when reading / spelling
Phonemic awareness involves hearing and
manipulating sounds in spoken language
Upon entering Kindergarten
• A child repeats rhyme and notices rhyme
• Begins to identify words that start with the same
letter
•When exiting yr 1
• A child can manipulate phonemes and generate
new words
Eg- swap the /p/ in spin with a /k/
MONITORING THIS....
Kindergarten teachers enter Best Start data twice a term based on
continual classroom tasks, observations and work samples
-Children are mapped and any falling behind benchmark are brought up at
LST. (data supports referral and parental contact)
- Children are grouped across grade at an appropriate level each morning
for one hour to work on outcomes focussed upon in early learning plans.
- AP produces graphs and data to display show school growth, areas of
improvement and future directions
Reading
The process of reading involves
'decoding' words into separate
phonemes, so that words can be read.
We call this blending of sounds
‘MAKING”
Writing and Spelling
The process of writing or spelling involves
‘encoding’. Listening for each phoneme
in a word and representing it with a
letter(s).
This segmenting of words is called
‘BREAKING’.
What does our writing look
like?
Writing with fluency and able to
be retold by child
Is Synthetic Phonics a Fad?
No!
It has been heavily researched. Some
studies tracked student achievement for
as long as 7 years.
This is what governments around the world
are doing.
What are our beliefs?
Because our writing system is alphabetic, beginner
readers must be taught how the letters of the
alphabet, singly or in combination, represent the
sounds of spoken language (letter-sound
correspondences) and how to blend (synthesise) the
sounds to read words, and break up (segment) the
sounds to spell.
Let’s recap,
so we can
do a bit of
learning!
Synthetic Phonics – What’s it
mean?
Teaching the sounds
of the English
language and how
these sounds
(phonemes) can be
written as letters.
Fast - Efficient - Effective
A group of letters is
introduced at a time.
smctgpao
Fast?
That many letters? Why?
How many words can you make with these
letters?
smctgpao
So…how many could you make?
Wow! That’s
a lot for a
week at
school!
Synthetic Phonics
After learning how to recognise and
pronounce each of the phonemes, your
child will learn to ‘sound out’ simple words
and to blend the phonemes together to
read these words.
Synthetic Phonics
At first we will
concentrate on simple
sound to letter
correspondence.
This is when a phoneme
is represented by a
single letter as in the
word /m/ /a/ /t/.
Fast!
Synthetic Phonics
Then we will
concentrate the more
difficult code such as
one phoneme
represented by 2 letters.
sh ch qu ck ng
Efficient!
Synthetic Phonics
When that is mastered,
your child will learn the
more advanced code.
This is when a single
phoneme can be
represented by many
letters.
Effective!
Here is an example.
How many words can you write that contain
phonemes that make the “a” sound?
Eg – a as in paper
ay as in play
Keep going with your partner / table
a - paper
ay – play
ey - hey
a-e – spade
eigh – eight
ei – as in vein
ai – as in plain
But there are some irregular,
tricky words!
The camera word
• We need to learn these my heart
• Not only are they high frequency but are
also difficult to decode
Teaching sequence of Toolkit 1
Basic Code
smctgpao
Kindergarten
rldbfhiu
Follow a scope
and sequence
vwyzjnke
ll ff ss zz
sh ch th wh
ck, ng, qu, x
vcc, cvcc, ccvc words
Teaching Sequence of Toolkit 2
Advanced Code
ai, ay, a-e, a
ee, ea, y, e, e-e
igh, y, ie, i-e, i
oa, ow, o, o-e
oo, ew, ue, u-e
Yr 1 revise K quickly
then move on
Teaching Sequence Advanced
Code – Toolkit 2
ai, ay, a-e, a aigh eigh ei ey
ee, ea, y, e, e-e e_e
Continue to follow
igh, y, ie, i-e, i
scope and sequence
oa, ow, o, o-e, ough
oo, ew, ue, u-e ui oi
Teaching Sequence
Advanced Code
rr, wr, r
oy, oi
ph, f, ff
ow, ou
s, ce, ss, se, soft c
oo, oul, u
ar, a
er, ir, ur, ear, or
Teaching Sequence
Advanced Code
air, are, ear
j, g, dge, ge
ch, tch tu
sh, ci, ti
si, s (/zh/)
Tracking
• Using small individual whiteboards allow
for instant feedback and revision
• Take away book allows for revision
• CD full of games to play
• And then...... There was “phonics hero”
Featuring SUPER TED
Phonics Hero
• It’s time to play !!!
• Choose a level suitable and play a few of
the games.
• Try to match them up with Literacy
continuum and see where the focus would
be upon.
Questions ?
What we have found as a stage ......
-Reading groups
- Ease of programming
-School scope and sequence
-Reports from on-line site
-Allows movement of children
• If your interested .....
• www.getreadingright.com
• Or on facebook search for get reading
right.
QUESTIONS ?????
[email protected]