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

2. 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

3. 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

4. - - + + 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

5. 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

6. 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

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

8. 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

9. 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

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

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

12. 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.

13. 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

14. 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’

15. 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?

16. 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

17. 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/
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

18. Articulation Phonemes should be articulated clearly and precisely
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

19. 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

21. 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.

22. 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

23. 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

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

25. 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?

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

27. 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

28. 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

29. 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’

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

31. 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’

32. 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

33. 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

34. 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

35. 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

36. 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

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

38. 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

39. Further Support and information:
Newman University :
Letters and Sounds :
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

40. Who Wants To Be A Phonics Teacher?
Phonics Quiz Edition

41. Question 1

42. 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

43. 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

44. Question 2

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

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

47. Question 3

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

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

50. Question 4

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

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

53. Question 5

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

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

56. Question 6

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

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

59. Question 7

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

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

62. Question 8

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

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