Synthetic Phonics For CLIL Teachers

Sarah Forsey - Profesora de inglés, Centro de Lenguas de Aragón

Session 5

Warm up

1. The sounds. Click here for a presentation.

2. Dictations:- sounds (individual and alternative sp)- words- tricky words- captions- silly sentences (running dictations and dictogloss)

2. Matching pictures to words (Jolly Phonics/Grammar Handbook and games CD)

More ideas for recycling/clarifying/ extending

knowledge of Phonics

• Click here to watch children playing phonics bingo.

• Check out this great phonics website.

Sound Families

Session structure

1. Assessment For Learning (continued)2. Assessment and Evaluation of Phonics3. Teaching phonics to children with

Special Educational Needs4. Course Evaluation (‘I can’ statements)5. Ideas for Halloween6. Goodbye!

1. Assessment for Learning (AFL) continued

Do you remember the flower-drawing activity we did at the end of the last session?

1.Did you know what you needed to do to be successful?

2.Were you given any support or scaffolding to complete the task successfully?

3.How did you decide what grade to give your partner’s flower?

4.What is AFL and why is it practised? Do you use it?

What is AFL?

AFL encourages pupils to adopt an active role in their learning and assessment.The ultimate aim of AFL is to foster autonomy and life-long learning.

BE ABLE TO TEACH SYNTHETIC PHONICS

IN BILINGUAL SCHOOLS.

Learning objectives

It is important to make pupils aware of what they are going to learn. The learning objective(s) for a lesson or series of lessons is a statement which describes clearly what the teacher wants the students to:

– know– understand; and

– be able to doas a result of the learning and teaching activities.

• Correct pronunciation of the phonemes and knowledge of how to teach them• Knowledge of the Alphabetic chart• Knowledge of how to teach blending and segmenting for reading and writing• Understanding of how to teach alternative spellings and tricky words• Knowledge of how to assess and evaluate Phonics teaching• Awareness of considerations when teaching phonics to children with Special Educational needs

Success Criteria

The success criteria help teachers and their students to decide if the learning objective(s) have been achieved. The students use the criteria to plan, check and edit their work. In this way, assessment is formative, it becomes part of the learning process.

Assessment for Learning Resources

Self assessementPeer assessment

Using rubrics or checklists

Example: An opinion essay (Inspired by Roald Dahl’s ‘The Magic Finger’)

Give a grade to the children’s essays. Now use the checklist. Did you give the same grade?

For more AFL tools see this website

2. Assessment and Evaluation of Phonics

You can use this website to find resourses to help you with summative assessment of Phonics. The Jolly Phonics website also provides an end of year checklist. Continual assessment is fundamental. What are the questions that you would ask about your pupils in order to assess and evaluate their progress? (Are the children engaged and interested? Are they excited about learning to read? Do they like books and listening to stories? Can they recognise environmental sounds? Can they say the letter sounds correctly? Can they match the sound with the graphemes? Can they blend and segment words for reading and writing? Are they aware of the alternative spellings? Do they know the letter names and the alphabet order? Can they recognise and spell high frequency and tricky words?...)

3. Teaching phonics to children with special educational needs

Brainstorm• Why do some children have difficulties

learning to read and write? • Which aspects of reading and writing do

children have problems with?

Click on the picture to watch a video (Biomapping the Brain) about why some children struggle to learn to read.

Areas where children have reading difficulties

• Phonological and Phonemic Awareness• Word Decoding and Phonics• Vocabulary• Fluency• Comprehension• Other Sources of Reading Difficulty

Other sources of reading difficulty

• Processing (auditory processing, phonological processing, and language processing)

• Memory• Attention• English language learning

For more detailed information see this website.

English Language Learning

As CLIL teachers, we are teaching learners of the English language to read.

• What additional difficulties arise in this situation?Watch the first 8 minutes of this video.

• What does the speaker say about the difficulties English language learners have when learning to read?

• How does she suggest that we help these children with reading?

• What do we need to take into consideration if begin to teach reading instruction in English before the child has acquired oral proficiency in this language?

Target the problem

Use this tool to identify the problem your pupil is having with

reading.

Learning to Read, Reading to Learn

Many children have a learning disability, and many more fail in school because of difficulties in learning to read.

• Can these difficulties can be prevented?

• What is the difference between learning to read and reading to learn?

• Which happens first and when?

• Do you think children should be taught both skills simultaniously or at different times?

Learning to Read, Reading to Learn

• Click on this link for tips, strategies and guidelines for sound reading instruction.

Every Child Matters

Every child is different. Children learn in different ways and at differnt speeds.

We all have different intellengences.

Our teaching must respect those differences.

“If I don’t learn the way you teach me, then teach me the way I learn.”

Other considerations

When Phonics isn’t working http://www.phonicsplay.co.uk/PhonicsNotWorking.htm

Ideas for teaching phonics to children with dislexia.

• http://www.diannecraft.org/dyslexia-how-do-i-teach-this-child/

Programmes for teaching phonics to children with

special educational needsActive Phonics - an award-winning project that reinforces Phonics teaching through P.E. activities. How synthetic phonics can help learners with SEN to overcome difficulties with reading

• Spellwize – A Phonics and Literacy programme for children with SEN

4. Course Evaluation (‘I can ’statements)

Al finalizar el curso los participantes serán capaces de: • Distinguir y pronunciar correctamente los diferentes

sonidos del código alfabético. • Conocer, manejar y poder enseñar el código alfabético

“The Alphabetic Code”. • Enseñar habilidades claves como “blending” y

“segmenting” para decodificar y a continuación, leer y escribir palabras en lengua inglesa.

• Identificar las diferentes formas de leer y escribir los distintos sonidos “Alternative spellings” o “Spelling variations”.

• Utilizar trabalenguas, rimas y canciones tradicionales en lengua inglesa para ayudar en la pronunciación.

• Ayudar a los alumnos con dificultades de aprendizaje en la lecto-escritura.

Using Plickers for Assessment

Click on the picture to go to the Plickers website.

2 STARS AND A WISH

5. Ideas for teaching phonics through the topic of Halloween

• Read or watch ‘Room on the Broom’ by Julia Donaldson.• Teach key words from story (witch, hat, cat, dog, frog)• Match sounds to pictures.• Practise blending and segmenting these words. Identify

rhymes and invent some more. • Match words to pictures.• Play ‘I spy’ with initial sounds.• Activity book exercises.• Act out the story.• Focus on the long /oo/ sound. boo! spooky ghoul broom• Give pupils a word list with this sound. Can they write a

silly sentence or even a scary Halloween story using words with this sound?

Room on the Broom

• Watch the video• Visit the Room on the Broom website• And of course… See Sparklebox

resources!!!!

Goodbye and good luck with Phonics!!