Transcript Sample title

CPD session for teachers,
practitioners and
teaching assistants
Improving phonics
subject knowledge
© Crown copyright 2006
Crown Copyright Statement
•
•
•
•
•
•
•
•
The content of this publication may be reproduced free of charge
by schools and local authorities provided that the material is
acknowledged as Crown copyright, the publication title is
specified, it is reproduced accurately and not used in a
misleading context. Anyone else wishing to reuse part or all of the
content of this publication should apply to OPSI for a core licence.
The permission to reproduce Crown copyright protected material
does not extend to any material in this publication which is
identified as being the copyright of a third party.
Applications to reproduce the material from this publication
should be addressed to:
OPSI, The Information Policy Division,
St Clements House,
2–16 Colegate, Norwich NR3 1BQ
Fax: 01603 723000
e-mail: [email protected]
© Crown copyright 2006
Objective
• To support practitioners in
developing a good knowledge
and understanding of phonic
principles
© Crown copyright 2006
Phonics: The priority for
training
‘It is hardly surprising that training to equip
those who are responsible for beginner
readers with a good understanding of the
core principles and skills of teaching
phonic work, including those responsible
for intervention programmes, has
emerged as a critical issue’
The Rose Report
Independent review of the teaching of early reading, Final report,
Jim Rose, March 2006 (DfES 0201-2006DOC-EN. ISBN 1-84478-684-6)
© Crown copyright 2006
A phonics quiz
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
What is a phoneme?
How many phonemes are in the word ‘fair’?
a) What is a digraph? b) Give an example
a) What is a CVC? b) Give an example
What is a grapheme?
How many different sounds do the letters of our
alphabet produce?
a) What is a ‘trigraph’? b) Give an example
How many phonemes are in the word ‘drift’?
Write down at least four different ways of representing
/ae/
What is the best guess when you write /ae/ at the end
of a word?
© Crown copyright 2006
Enunciation
• Teaching phonics requires a
technical skill in enunciation
• Phonemes should be articulated
clearly and precisely
© Crown copyright 2006
Some definitions
A phoneme is the smallest unit of
sound in a word
© Crown copyright 2006
Some definitions
Grapheme
Letter(s) representing a phoneme
t
© Crown copyright 2006
ai
igh
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’
© Crown copyright 2006
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
© Crown copyright 2006
Some definitions
Segmenting
Identifying the individual sounds
in a spoken word (e.g. h-i-m)
and writing down or
manipulating letters for each
sound to form the word ‘him’
© Crown copyright 2006
Some definitions
Digraph
Two letters, which make one sound
A consonant digraph contains two
consonants
sh
ck
th
ll
A vowel digraph contains at least one vowel
ai
ee
ar
oy
© Crown copyright 2006
Some definitions
Trigraph
Three letters, which make one
sound
igh
© Crown copyright 2006
dge
Some definitions
Split digraph
A digraph in which the two letters
are not adjacent (e.g. make)
© Crown copyright 2006
Some definitions
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). 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, æ,
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, ɔ, g/, and write a
grapheme for each phoneme in turn to produce the written
word, dog.’
Definition adopted by the Rose Report
© Crown copyright 2006
Key message
• The Rose Report recommended that whatever
phonic programme is in use by the school, it
should have a systematic progression with
clear expectations by teachers and
practitioners of the expected pace of
teaching and learning
© Crown copyright 2006
Consonant digraphs
ll ss ff zz
hill puff fizz
sh ch th wh
ship chat thin
ck ng qu x
fox sing quick
© Crown copyright 2006
Examples of CCVC, CVCC,
CCCVC and CCVCC
black
ccv c
s t r o ng
cccv c
felt
cvcc
blank
ccvcc
© Crown copyright 2006
A segmenting activity
© Crown copyright 2006
A segmenting activity
s
s
© Crown copyright 2006
A segmenting activity
s
s
© Crown copyright 2006
l
l
A segmenting activity
s
s
© Crown copyright 2006
l
l
i
i
A segmenting activity
s
s
© Crown copyright 2006
l
l
i
i
p
p
Segmenting
WORD
PHONEMES
shelf
sh
e
l
f
dress
d
r
e
ss
think
th
i
n
k
string
s
t
r
i
ng
sprint
s
p
r
i
n
flick
f
l
i
ck
© Crown copyright 2006
t
The same phoneme can be
represented in more than one
way
a
e
i
o
u
oo
ow
oi
ar
or
air
eer
a-e
e-e
i-e
o-e
u-e
u
oy
a
aw
are
ear
© Crown copyright 2006
ai
ea
ie
oa
ue
oul
ou
ay
ee
igh
oe
oo
ore
ear
a
ey
y
y
ow
ew
ough
ough
eigh
Certain representations of a
phoneme are
more likely in initial, medial and
final
position in monosyllabic words
© Crown copyright 2006
1. The best bets for representing
/ae/ at the beginning and in the
middle of a word are a-e and ai
2. The best bet for representing
/ae/ at the end of a word
is ay
© Crown copyright 2006
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
© Crown copyright 2006
High frequency words
• The majority of high frequency
words are phonically regular
• Some exceptions – for example
the and was – should be directly
taught
© Crown copyright 2006