Teaching Reading Using Systematic Synthetic Phonics Phonics Session 23/9/15

The Simple View of Reading Word-level reading and language comprehension are both necessary to reading Neither is sufficient on its own This is formalised in “The Simple View of Reading” Reading comprehension is a product of word recognition and language comprehension Discuss Rose

Clear distinction between processes There is now considerable evidence to support the need for a clear distinction between: processes concerned with recognising the printed words that comprise the written text and … processes that enable the reader to understand the messages contained in the text

- - + + Good language comprehension, poor word recognition Good word recognition, good language comprehension - + Good word recognition, poor language comprehension Poor word recognition, poor language comprehension - Language comprehension

Comprehension process Language Comprehension process I like listening to stories and can tell you what has happened in the right order and which parts I like and why. I find it hard to read books for myself-the words and letters get muddled and it doesn’t make sense. I don’t know how to work it out. Some times this makes it hard to understand what I am reading. I love reading and read lots of interesting books. I like to talk about the stories I have read with my friends. I can read lots of short easy words and some words I know straight away. When I see longer words I don’t know I look at the letters and say the sounds out loud in the right order to help me read it. Word recognition process Word recognition process I like books and I can read words by looking at the pictures and having a go. I know some letters and their sounds-like in my name-but not all of them. Sometimes I know the first letter and guess the rest. My favourite books are information books and I like using the computer. I like it when the teacher reads to us and looking at the big books. I am a very good reader. I can read all the words on a page-some I have to work out and some I just know. I find it hard when the teacher asks me questions about what I have read-like when things happened or what I thought about the characters and how I felt. I don’t really like that when I am reading-it confuses me. A generic statement children of all ages Pen portrait All children will be trying to get heads around phonics therefore this must be priority Bottom left child guessing because can’t decode- needs help with comprehension and phonics Comprehension start well before they can read Shared reading oral comprehension – including inferential e.g. how did the three bears feel when they saw Goldilocks in their house? HOWEVER- WHEN PLANNING A READING SESSION YOU MUST BE VERY CLEAR ABOUT YOUR OBJECTIVES. ARE THEY PHONIC OR COMPREHENSION BASED? Top left needs work on identifying sounds in order in which they occur GIVE OUT (verbally)ANSWERS TO PEN PORTRAITS and show this slide. Language Comprehension process

Standard 3: Demonstrate good subject and curriculum knowledge If teaching early reading, demonstrate a clear understanding of systematic synthetic phonics In SE documentation it says that you must have observed and taught phonics lessons. This applies to everyone . If your school says that this does not apply to you please contact us and we will discuss it with the school. If lesson is meeting the standards - need to complete an actions plan and a) school to advise us of support put in place OR b) contact us and we will come in and support you

Systematic Synthetic Phonics phonics is Skills of segmentation and blending Knowledge of the alphabetic code +

Phonics consists of… identifying sounds in spoken words recognising the common spellings of each phoneme blending phonemes into words for reading segmenting words into phonemes for spelling

A phoneme is the smallest unit of sound in a word Some definitions A phoneme is the smallest unit of sound in a word Don’t get confused by ‘morpheme’ – smallest unit of MEANING in a word! Refer to glossary in booklet –last but one page at back of book

A grapheme is the letter or letters which represent a phoneme.

scruptocrath Read the word aloud and discuss the process you used:

Reading: You recognised the letters in the word by giving them a sound (phoneme) This is accessing the alphabetic code. ….and then combined those sounds to pronounce a word. This is called blending.

Blending c u p cup 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’ Read in the order of the word So what IS blending? Definition – tick off on glossary in booklet We are not teaching children blends but teaching them the skill of blending Highlight importance of oral blending in nursery to prepare for YR and YR Should really be secure by Y1

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’

Activity Listen to the word Write the word down What processes did you use to write down / spell the word? Word to use: thrasp How did you know what to write? How did you spell the word? What skills do you think you used?

You listened to the word and broke it up in your head into individual sounds (phonemes)… This is called segmenting …and then matched the most likely letter to each sound. This is accessing the alphabetic code

Phonemes A phoneme is the smallest unit of sound Phonemes: /b/ /d/ /f/ /g/ /h/ /j/ /k/ /l/ /m/ /n/ /p/ /r/ /s/ /t/ /v/ /w/ /y/ /z/ /a/ /e/ /i/ /o/ /u/ /wh/ /qu/ /th/ /th/ /ch/ /sh/ /zh/ /ng/ /ae/ /ee/ /ie/ /oe/ /ue/ /oo/ /ar/ /ur/ /or/ /au/ /er/ /ow/ /oi/ /air/ /ear/ http://www.youtube.com/watch?v=BqhXUW_v-1s Look at the 44 phonemes in your booklet and listen to the way that they are articulated Some phonemes are made up of more than one letter Have a go at sounding them out – listen and repeat

Articulation Phonemes should be articulated clearly and precisely http://www.youtube.com/watch?v=BqhXUW_v-1s NB – in blending, must use pure sounds (time to practise with a partner) Refer to page 8 of booklet Show clip -not completely accurate as lady still articulating a few sounds with a schwa (the uh sound at the end of the sound eg buh –a-tuh spells bat Have a go at reading the book sounding out the phonemes

Phoneme count cat step push bridge think thing jumped blended Phoneme counting – a segmenting activity _ look at page 6 of booklet for phoneme list As a teacher you will need to know the number of individual sounds in a word in order to teach SSP. If put 3 phonemes for step (st –e-p) explain that this is because they would have been taught using analytic phonics which looks at the inset st and rime ep of words rather than the individual sounds In preparation for spelling – counting phonemes in a word Use white boards or number fans or fingers Starts in phase 2 – teacher/TA demos use of fingers for the number of sounds – used in preparation for phoneme frames

Teaching sequence Revisit and review Practise previously learned letters and graphemes Teach Teach new graphemes Teach one or two tricky words Practise Practise blending and reading words with a new GPC Practise segmenting and spelling words with new GPC Apply Read or write a caption or sentence using one or more tricky words and words containing the graphemes Look in your booklet All phonics lessons should follow this structure.

Revisit and review Revisit review recently and previously learned phoneme/grapheme correspondences and blending and segmenting skills as appropriate What it should be Activity- introduce Countdown

Countdown pig puff cap doll kiss 2 3 4 5 1 7 6 8 9 1 5 6 4 3 5 2 2 4 5 3 2 1 6 7 7 3 1 8 9 4 1 2 9 8 6 7 3 4 9 8 7 5 6 8 5 4 5 3 2 9 1 6 7 2 3 1 8 9 4 top bell hiss fan mess

Teach Teach new phoneme/grapheme correspondence; skills of blending and segmenting Zz and bee

Teaching a new grapheme phoneme correspondence(GPC) Hear and say it See it and say it Say it and write it Z Z Z ZZZZZ bee sound/zip/fizz Show cards what does this say?

z Write it Along the landing Down the stairs Through the hall

Practise New phoneme/grapheme correspondence; skills of blending and segmenting Write in the air/magic pencil/on partners back/sand/whiteboard/carpet Immediate practice of the new GPC Differentiation – if whole class simpler vocabulary at their level e.g. cvc carefully selected

Buried treasure In class the children would have their a puppet of obb and bob or have to move to one side of the room or you could make this into a game to play at the table

Apply new knowledge and skills while reading and writing Can a web buzz? Two sentences Will show you 2 things you can quickly do with this: Read ‘yes/no’ question to self. Thumbs up or down after count of 3 2nd sentence I’ll read aloud to you. Listen carefully – ‘This drink has fizz in it. Look at the card you should have in front of you and, at count of 3, hold up your card if it is ‘fizz’

Pop has in it. fizz Write down the word that goes in this sentence

Some more definitions Digraph Two letters which make one sound e.g. th, oa, er, ll Split digraph A digraph in which the two letters are not adjacent – e.g. ‘pine’. Refer to glossary in booklet Talk about consonant or vowel digraph Consonant digraphs can be double eg bell, fuzz, pass, Or – 2 separate consonants working together to make one sound Short vowels – ll ss ff zz at the end of words because of short vowel – link with spelling e.g. words on slide Th can be hard - ‘the’ or soft ‘thistle’ ck, ng , qu, x – tricky. /c/ already taught as /c/ and /k/. /ng/ often arguably 2 sounds, not one (schools need to make a decision and EVERYBODY stick to it). /qu/ is taught as one sound but actually sounds like ‘kw’ /x/ also sounds like 2 sounds - ‘gs’ as in ‘exam’ or ‘ks’ as in ‘explain’

Trigraph e.g. igh, ear, air, ure, dge 01/05/08 Trigraph Three letters which make one sound e.g. igh, ear, air, ure, dge Refer to glossary in booklet CVC refers to phonemes not letters. The above are CVC words containing consonant digraphs. Therefore duck is a CVC word /d/ /u/ /ck/ chip is a CVC word /ch/ /i/ /p/ Sheep is a CVC word /sh/ee/p/ Also mention here that the double consonant at the end of hill and mess is because of the short vowel 32

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 to speak clearly and audibly with confidence and control. They become familiar with rhyme, rhythm and alliteration. The Role of Phase 1 Talk about Ofsted report and how this is essential to the teaching of phonics

Phase One pre-school and lifelong general sound discrimination – environmental sounds general sound discrimination – instrumental sounds general sound discrimination – body percussion rhythm and rhyme alliteration voice sounds oral blending and segmenting (term before children start school) Phase 1 – focuses on wide range of phonological awareness – ‘tuning into sounds’ is taught in nursery but continues throughout primary school highlight strand 7 – it is a HUGE focus for preparing the children to read and write Each of 7 aspects divided into 3 strands and has a ‘Considerations for Practitioners’ section Keys to learning DVD – show children singing and using instruments ‘Rum tum tum’ (rhythm and rhyme, instruments, voice sounds) – just show the first part – links in to story telling There has been a lot of Phase 1 training for settings and reception – hope you’ve managed to attend. Every aspect is looked at in great detail, through a variety of games

Phase One Relies on and complements a broad and rich language curriculum Introduces oral blending and segmenting Hear and separate different letter sounds e.g./c/ and /g/ Sound out letters in words in the right order Paves the way for systematic phonic teaching to begin

Some definitions Oral blending Hearing a series of spoken sounds 01/05/08 Some definitions Oral blending Hearing a series of spoken sounds (phonemes) and merging them together to make a spoken word. No text is used For example, When a teacher calls out ‘b-u-s’ or ‘c-r-ay-o-n’, the children say ‘bus’ or ‘crayon’ This skill should be taught within Phase 1 before blending and reading printed words Georgie’s Gym

Effective phonics teaching Phonics sessions need: Pace Interactive opportunities Personal relevance Links to existing knowledge Multi-sensory activities Variety Lewis & Ellis (2006), p.41

Reading support: Jolliffe, W, Waugh, D Carss, A (2012)  Teaching systematic synthetic phonics in primary schools London : SAGE Jolliffe, W, Waugh,& D Carss, A (2015)  Teaching systematic synthetic phonics in primary schools 2nd edn London : SAGE Click on the image to hyperlink or watch it on Moodle Reflect on understanding of phonics so far on Mahara

Further Support and information: Newman University : A.Sawyer@newman.ac.uk s.reid@newman.ac.uk Letters and Sounds : https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/190599/Letters_and_Sounds_-_DFES-00281-2007.pdf Moodle pages: documents/ reading and also guidance for assignment . Your school : what training will be provided in school for phonics? What scheme (if any) is used to teach phonics ? Each other We will send you a copy of his PP and to those who could not attend today. Booklet : need to show this to the school so that they are aware

Who Wants To Be A Phonics Teacher? Phonics Quiz Edition

Question 1

D the smallest phonics unit What is a phoneme? A the smallest unit of meaning in a word B the smallest unit of sound in a word C an app for your iphone D the smallest phonics unit

D the smallest phonics unit What is a phoneme? A the smallest unit of meaning in a word B the smallest unit of sound in a word C an app for your iphone D the smallest phonics unit

Question 2

Which of these is a digraph? A st B ing C nk D ch

Which of these is a digraph? A st B ing C nk D ch

Question 3

How many phonemes are in the word strap? B 3 C 5 D 2

How many phonemes are in the word strap? B 3 C 5 D 2

Question 4

Which of these words does not have 3 phonemes A bat B red C bow D set

Which of these words does not have 3 phonemes A bat B red C bow D set

Question 5

How many phonemes are there in the word farmer? B 4 C 5 D 6

How many phonemes are there in the word farmer? B 4 C 5 D 6

Question 6

Which representation of /ae/ is most likely to be at the end of a word? A a-e B a C ai D ay

Which representation of /ae/ is most likely to be at the end of a word? A a-e B a C ai D ay

Question 7

Which of these does NOT represent the /oe/ phoneme A though B cow C sew D no

Which of these does NOT represent the /ow/ phoneme A though B cow C sew D no

Question 8

Which of these is a trigraph? A str B tch C ing D put

Which of these is a trigraph? A str B tch C ing D put