Cracking the Code Phonics (2) Year 1 February 2012

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<ul><li> Slide 1 </li> <li> Cracking the Code Phonics (2) Year 1 February 2012 </li> <li> Slide 2 </li> <li> Objectives to consider childrens early experience of learning how to read to be introduced to phonics and phonological awareness to understand how children use phonics to read unknown words to know a range of teaching strategies to help children develop understanding of phonics </li> <li> Slide 3 </li> <li> Reflection on assignment Think about your English assignment Reflect on your own work Can you identify what you feel you did well and/or where you can identify targets for development? Might be: structure/reading/referencing/building an argument etc Now share your reflections with the person next to you </li> <li> Slide 4 </li> <li> Directed task Last week you were asked to choose one of the phonics games to make In your tables take turns to share your games What are the key elements of phonics games? Make a list to share. </li> <li> Slide 5 </li> <li> What is phonological awareness? The awareness of sounds within words Syllables Onset and rime Phonemes Refers only to speech i.e. you dont need to be able to read </li> <li> Slide 6 </li> <li> Phonemic awareness: Phonics Phonics is the ability to apply that phonemic knowledge to the alphabet. To be able to apply sounds to graphemes. Phonics is when a child can attach a drawing from the symbols in the alphabet to a sound it is a code </li> <li> Slide 7 </li> <li> The alphabetic principle There are 44 phonemes A phoneme can be represented by one or more letters (cat, that, hair, caught) The same phoneme can be represented/spelled in more than one way (Rain, may, lake) The same spelling may represent more than one phoneme (mean deaf) </li> <li> Slide 8 </li> <li> Mr Thorne Does Phonics m/watch?v=5wGfNiweE kI m/watch?v=5wGfNiweE kI Synthetic phonics </li> <li> Slide 9 </li> <li> Vowels and consonants Vowels are phonemes where air flows through the mouth unobstructed, e.g. the letters a, e, i, o, and u Consonants are phonemes marked by constriction or closure in the breath channel - letters other than a, e, i, o and u. </li> <li> Slide 10 </li> <li> What are phonemes and graphemes A phoneme is the smallest unit of sound in a word e.g. p-i-n m-a-n c-o-t A grapheme is the written representation of a sound </li> <li> Slide 11 </li> <li> Phoneme hearing exercises a) How many phonemes in: cat dog ship leg chin Pen Crop lap spin trip map shop net photo stick thin </li> <li> Slide 12 </li> <li> What is synthetic phonics? Children are taught individual letters, or groups of letters and their sounds. They learn to blend (synthesise) letters together to form words They read unknown words by breaking them down in to phonemes (decoding). E.g. c-a-t </li> <li> Slide 13 </li> <li> Digraphs-consonant A digraph is two letters together which make one sound. There are consonant digraphs e.g: sh, th, ch, ng, ph As a group can you make a list of ten words using consonant digraphs on your paper? What do you notice about the phonemes and graphemes? </li> <li> Slide 14 </li> <li> Digraphs-vowel There are 5 vowels in the alphabet but more vowel sounds </li> <li> Slide 15 </li> <li> ae ee ie oe ue oo ar ur or au er ow </li> <li> Slide 16 </li> <li> Vowel digraph (the phonemes) aeeeieoeueoo arurorau er ow </li> <li> Slide 17 </li> <li> Trigraphs A trigraph is a three letter grapheme where three letters represent one phoneme Can you think of any words which have phonemes which need three letters? Write them on your wipe board with a partner Can you think of any words which have phonemes with 4 letters? In pairs </li> <li> Slide 18 </li> <li> What is a split digraph? A split diagraph has a letter that splits, i.e. comes between, the two letters in the diagraph. For example what happens with words like Gate lake made site time </li> <li> Slide 19 </li> <li> phonemic awareness phonic knowledge grapheme phoneme correspondence cueing strategies comprehension: literal and inferential motivation enjoyment choices experience of different genres talking about books and reading How do children develop as readers? </li> <li> Slide 20 </li> <li> The Simple View of Reading (The Rose Cross) </li> <li> Slide 21 </li> <li> Phonics in the classroom Video: Pairs with Commentary m/services/player/bcpid1 135863322001?bckey=AQ ~~,AAAA2uzqQrE~,6OG0B mXJ4lKzBMkqExIOdZMiU oN9ybBw&amp;bclid=0&amp;bctid =1234625213001 m/services/player/bcpid1 135863322001?bckey=AQ ~~,AAAA2uzqQrE~,6OG0B mXJ4lKzBMkqExIOdZMiU oN9ybBw&amp;bclid=0&amp;bctid =1234625213001 Mr Thorne Does Phonics seeing it in the classroom </li> <li> Slide 22 </li> <li> What does teaching look like? Letters and Sounds Phase 1 Prepares children for phonic work. Based on listening and discriminating between sounds. Phase 2 Single phonemes/graphemes are introduced. They understand that segmenting and blending are reversible processes. Read and spell simple CVC words. Phase 3 In this phase the digraphs are introduced but not the split digraphs. </li> <li> Slide 23 </li> <li> What does teaching look like? Letters and Sounds Phase 4 Here children are introduced to the adjacent consonants e.g. slip and camp. Phase 5 Here they will learn that some spellings have alternative pronunciations e.g. cow and blow. And some sounds have alternative spellings e.g. jump and hedge. Phase 6 A lot of teaching in this phase revolves around spelling e.g. prefixes return and suffixes sitting. Also reading for meaning is emphasised. </li> <li> Slide 24 </li> <li> Letters and Sounds-timescale for discrete teaching Phase 2-six weeks Phase 3-twelve weeks Phase 4-four weeks Phase 5 (throughout Year 1) 1-30 weeks Phase 6 (through year 2) The teaching is structured and fast paced. There are excellent examples on the DVD Please look at the Phase 2 timetable you have been given. Any comments? </li> <li> Slide 25 </li> <li> Sequence of teaching in a discrete phonics session Introduction Objectives and criteria for success Revisit and review Teach Practise Apply Assess against learning criteria </li> <li> Slide 26 </li> <li> Letters and Sounds Hear and say sounds in words in the order in which they occur Link sounds to letters, naming and sounding the letters of the alphabet Use their phonic knowledge to write simple regular words and make phonetically plausible attempts at more complex words </li> <li> Slide 27 </li> <li> How much have you learned? 1 What is a vowel? What is a consonant? What is a phoneme What is a grapheme What is phoneme grapheme correspondence? How many phonemes are there? How many letters are there? </li> <li> Slide 28 </li> <li> How much have you learned? 2 What is a vowel digraph? What is a consonant digraph? What is a split digraph? What is phonemic segmentation (hint: spelling) and blending (hint: reading)? What is synthetic phonics? (hint: its got something to do with sequence) </li> <li> Slide 29 </li> <li> Guidance for W7 Independent study Reinforcing phonics (Do not come to the seminar rooms ) Task 1 Go to the Reading Collection section of the library adjacent to the normal fiction selection Look through the phonics resources Select one of the following resources and review it in 100 -200 words Big Cat Thrass Read Write Inc Jolly Phonics Be prepared to share your review with other students in your group in Week 8 Task 2 Watch some Mr Thorne Does Phonics on You Tube or on the Times Educational Supplement Resource site (you may have to enrol) Task 3 Go to your reading pack and read the What is Phonics and which type is most effective article by Johnstone and Watson </li> <li> Slide 30 </li> <li> Watch these in Week 7 Letters and Sound Phase 2 practice-high-quality-phonics-phase-one- teachi?current_search=letters%20and%20sounds%20principles%20of%20high%20 quality%20phonics practice-high-quality-phonics-phase-one- teachi?current_search=letters%20and%20sounds%20principles%20of%20high%20 quality%20phonics Letters and Sounds Phase 1 practitioners-and- teachers?current_search=letters%20and%20sounds%20principles%20of%20high% 20quality%20phonics%20notes%20and%20guidance%20for%20practitioners practitioners-and- teachers?current_search=letters%20and%20sounds%20principles%20of%20high% 20quality%20phonics%20notes%20and%20guidance%20for%20practitioners Letters and Sounds: notes and guidance for practitioners and teachers </li> <li> Slide 31 </li> <li> Analytic phonics Children are taught to decode words they do not know by using words or word parts they do know. Using onset and rime is part of this system. If you can hear and spell c-at, then you can work out how to spell b-at. (analogy) It works only for words where the rime is spelt identically. </li> </ul>