Transcript Daily Discrete Phonics Sessions

Quality First Teaching
of Phonics
Staff Training – Subject
Knowledge
Aims




To raise awareness of high quality, systematic
teaching of phonics
To examine the 6 phases of phonic development
To exemplify each phase through practical
activities
To consider phonic assessment and tracking
Features of high quality phonic work:
• • Brisk pace of learning
•
Systematic
•
Active and fun
•
Multi-sensory
•
Progress is monitored carefully
•
Teaching is adapted to achieve optimum
progress for each child
•
Time limited – By end of Y1 children will be
secure at phase 5
3
A phonics quiz
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
What is a phoneme?
What is a grapheme?
How many phonemes are in the word ‘strap’?
a) What is a digraph? b) Give an example
a) What is a CVC? b) Give an example
Why has ‘think’ got a ‘k’ at the end (and not ‘ck’ or ‘c’)?
Why is there a “ss” at the end of hiss and not “s”
a) What is a ‘trigraph’? b) Give an example
How many phonemes are in the word ‘broken’?
Write down at least four different ways of representing
/ae/
11. What is the best guess when you write /ae/ at the end
of a word?
12. What is a syllable?
What do our children need to
learn?

grapheme-phoneme
correspondences

blending (synthesising) phonemes
in order

segmenting words into their
constituent phonemes

that blending and segmenting are
reversible processes
5
Progression
Phase 1 - from birth
Through speaking and listening activities,
children will develop their language structures
and increase their vocabulary. In developing
their phonological awareness, children will
improve their ability to distinguish between
sounds, and will become familiar with rhyme,
rhythm and alliteration.
Letters and Sounds – phase 1
Seven aspects
Environmental sounds
 Instrumental sounds
 Body percussion
 Rhythm and rhyme
 Alliteration
 Voice sounds
 Oral blending and segmenting

Phonemic and phonological
awareness
How do children demonstrate their
phonological awareness?



Identifying and making
How do children demonstrate their
phonemic awareness?

By recognising which
oral rhymes
words in a set of words
Identifying and working
begin with the same
with syllables
sound
Identifying and working

Isolating and saying
sounds in words
with onsets and rimes

Combining or blending
the separate sounds in a
word.
How do I ‘say’ each phoneme?
 Teaching
phonics requires a technical
skill in enunciation
 Phonemes
should be articulated
clearly and precisely
c a t
Enunciation
Clip
Phase 1
Aspect 7
Oral blending and segmenting

Phase 2 -5
Teaching sequence for sessions
Revisit & Review
Teach
Practise
Apply
Observation
Prompts
Document 9
View Primary
Literacy Phonics
Session Clips
Progression cont…
Phase 2
To introduce
grapheme-phoneme
(letter-sound)
correspondences.
Phase 2 in a
term
Document 11
Exemplar Long
Term Plan R
and Y1
Document 12
s
p
m
o
ck
r
f, ff
a
i
d
c
e
h
l, ll
t
n
g
k
u
b
ss
Using Sound Buttons
sun
r ai n
Using a phoneme frame
Phase 3
To teach children one grapheme for each of
the 44 phonemes in order to read and spell
simple regular words.
j
ch
oa
ear
v
sh
oo
air
w
th
ar
ure
x
ng
or
er
y
ai
ur
z
ee
ow
qu
igh
oi
Phonics should be active
for all children, for most of the
session.
Phase 4
To teach children to read and
spell words containing adjacent
consonants.
Phase 5
Teaching children to recognise and use
alternative ways of pronouncing the
graphemes and spelling the phonemes
already taught.
Exemplar Long
Term Plan R and
Y1
Document 12
Phase 5 first
few weeks
Document 13
Phase 6/ Support for Spelling
Y2
During this phase children become fluent
readers and increasingly accurate spellers.
The shift from learning to read to reading to learn
takes place and children read for information
and pleasure.
Year 2 Support for
Spelling Overview
Document 42
Tracking children’s progress
Data Collection
 What
does being secure at a
phase look like?
Making ‘secure
at’ judgements
Document 17
Recap expected pace

Phase 1 starts before programme &
should continue alongside
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Secure at phase 3/4 by end of Reception
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Secure at phase 5 by the end of year 1
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Support for Spelling programme starts in
Year 2
Support for spelling
CLLD Phonics at Key Stage 2
Some children at Key Stage 2 may be
experiencing difficulty in reading
and/or writing because they have
missed or misunderstood a crucial
phase of systematic phonics teaching.
CLLD Phonics
KS2
Document 43
How do you differentiate your
discrete session?
Monitoring:
What would I expect to see?
Correct articulation
 Fully interactive
 Multi-sensory
 Application – in discrete session plus in
wider provision
 Differentiation
Phonics Observation
Sheet
 Challenge – new learning
Document 9a
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Literacy Learning Environment
Audits
Documents
1, 2, 2a
Application
Reception in October
Children in this class ‘were’
Palaeontologists . They thought it
would be easier to dig for
dinosaurs, if clues were given! The
modelled sentence ‘It is in the ..... ‘
meant that everyone was able to
use the phonics they knew.
Agreed actions
We will:
use a multi-sensory approach so that children
learn variously from simultaneous visual,
auditory and kinaesthetic activities which are
designed to secure essential phonic knowledge
and skill
 ensure that all children are active for most of the
time in a discrete phonics session – This is the
assessment for learning opportunity
 track progress
Do we wish to add to this list?
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Next Steps
Plan to meet expected pace and
progression
 Monitor children’s learning and application
of phonics through shared and guided
reading and writing and through crosscurricular application

SMT plan to regularly review staff subject
knowledge of phonics and the quality of
the teaching and learning in the discrete
session in YR, KS1 and KS2 if necessary.
 Review provision of phase 1 in Nursery
and establish if some children in Nursery
could make a start on phase 2.
 In addition the review of application of
phonics in shared and guided reading and
writing should form part of whole school
professional development
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