module 2 worksheet working with phonics · hopefully you took in as much of the information in this...
TRANSCRIPT
Working with Phonics
Task
Timing
Marking
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Hopefully you took in as much of the information in this moduleas possible. To find out how well you have done, complete thefollowing worksheet.
We recommend that you allocate at least 30 minutes to thisworksheet.
At the end of the worksheet is a convenient answers/feedbackand advice section to allow you to see how well you have done.
MODULE 2 WORKSHEET
Activity 1
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Write or type your answer here
Describe in detail the Year 1 Phonics Screening Check? When is it administered?
10 Minutes
Activity 2
Write or type your answer here
How can you improve your child’s confidence in phonics? Why should you do so?
10 Minutes
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Write or type your answers here
Work your way through the following paragraphs and insert the most appropriate wordsto fill in the missing blanks. There are 10 in total.
Activity 3 10 Minutes
The use of phonics with ESL students is somewhat 1._____________. There are a fewbenefits to this approach.
Firstly, it helps to teach the 2.____________ alphabet to individuals who do not use the samealphabet.
It also helps students become much better 3._________________. Phonics also helpsprovide a good foundation that students can use to read 4.___________ words.
However, there are drawbacks to using phonics. One of these drawbacks is that it onlyteaches the 5._____________ and spelling of words but not the 6.________________.Someone might be able to 7.___________ and pronounce a word perfectly but8._____________ use it appropriately in a new sentence.
Non-native speakers may also be at a disadvantage with phonics, as they have to learn whatwords 9._____________ at the same time as learning how to pronounce and spell them.
Finally, there are many 10.___________ to phonics rules, which can make things confusing.
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Answers / FeedbackUse this section to check your answers and see how well you have done
You are not required to return this worksheet
Activity 1
The Year 1 Phonics Screening Check is a short assessment that is administered to childrenin Year 1. The goal is to make sure that the child is learning phonics as expected.
Children who need extra help are identified. The questions in the screening check can evenhelp teachers identify which specific area the child needs help with. Children who arestruggling are then given extra help in these areas.
Parents and other carers are also consulted and given materials that they can use, to supportphonics development outside of the classroom. The test is then administered again in Year 2to ensure that the child has caught up with their peers.
The test is made up of 40 words. Half of these words are real words, while the other half arenon-words. Non-words are included to ensure that children are not passing simply becausethey have a strong visual memory. The test takes about five to ten minutes to administer perchild.
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Activity 2
Building confidence in phonics has a few benefits. Some children underperform on thescreening, despite having strong phonics skills. The reason for this is a lack of confidencewhen being screened. They may know the answer but feel too insecure in their abilities tospeak up.
With children who are struggling, building confidence in one area can help them apply theseskills to other areas. There are a few ways in which you can do this.
The first is to match images and sounds together, reinforcing the connection between them.A multi-sensory approach, including songs, actions and stories is also a great idea. Youcould try locomotion phonics, whereby children move around, physically forming letters withtheir bodies and making the associated sounds. Tactile learners may also appreciate havingobjects that they can physically manipulate. Finally, always include a social component, aschildren learn well from their peers.
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Activity 3
1. Controversial
2. English
3. Spellers
4. Unfamiliar
5. Pronunciation
6. Meanings
7. Spell
8. Cannot
9. Mean
10. Exceptions
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Summary
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Well done. You have now completed the course.It is time to move on to the test.