1. The development of reading: phonics & word recognition P/T PGCE – Week 3 PHONICS WORKSHOP

2. A reminder The Simple View of Reading (SVR) Rose (2006) Independent review of the teaching of early reading. London: DFES

3. Aims of the session Develop an understanding of how teachers nurture children’s phonemic awareness and phonic knowledge. Understand how to assess children’s word recognition and comprehension using miscue analysis. Consider current confidence in teaching systematic, synthetic phonics and set targets.

4. The code within the code Onset and rime Phoneme Grapheme Digraph Trigraph Quadrigraph Split digraph Consonant blend Morpheme

5. The code 44 (ish) phonemes phoneme: smallest unit of sound in a word A phoneme can be represented by 1, 2, 3 or 4 letters: to, shoe, night, through A phoneme may be represented in different ways graphemically: rain, may, lake The same grapheme may represent more than one phoneme: mean, deaf

6. Saying the sounds – The main sounds of English http://www.youtube.com/watch?v=BqhXUW_v-1s

7. Now let’s practice saying them….. It is important to pronounce each phoneme without a schwaa e.g. saying ‘ber’ and ‘per’ instead of saying the sounds as they are heard in words. Try this one; say the letters as you would say them when they are blended together to say the word: cold

8. Now let’s count phonemes…. burnt b/ur/n/t burnt ● ● ● ●

9. Phoneme frame This technique can be used throughout phases 2 – 6 because the number of cells will vary according to the complexity of the graphemes and phonemes in the words used. Draw a phoneme frame on your white board with 5 cells in it bcsbcs ratrat ea t r k aight

10. Web links for the most commonly used phonics programmes ReadWriteInc http://www.ruthmiskinliteracy.com/default.aspxhttp://www.ruthmiskinliteracy.com/default.aspx Jolly Phonics http://www.jollylearning.co.uk/http://www.jollylearning.co.uk/ Collins Big Cat Phonics http://www.collinseducation.com/series/pages/seriesshow.asp x?Seriestitle=Collins%20Big%20Cat&Level1=Primary&Level2 =Literacy http://www.collinseducation.com/series/pages/seriesshow.asp x?Seriestitle=Collins%20Big%20Cat&Level1=Primary&Level2 =Literacy THRASS http://www.thrass.co.uk/teaching.htmhttp://www.thrass.co.uk/teaching.htm Letters and Sounds http://nationalstrategies.standards.dcsf.gov.uk/node/84969 http://nationalstrategies.standards.dcsf.gov.uk/node/84969 The library Early Reading Collection has copies of many of the most used programmes in school

11. For self study Familiarise yourself with the PNS strands 5 – 8 which cover the objectives for text level work, including comprehension. Read the appendix 1 to the Rose Report (2006) which has the title The Simple View of Reading. Read through the Early Reading Portfolio and consider the tasks you need to complete. Complete your current confidence in each of the areas. Have a go at the Early Reading Audit (open Week 3). Visit the Early Reading section in School Resources and familiarise yourself with the range of schemes. Read DfES (2005) Miscue Analysis – you are carrying out a miscue analysis on SE1 so familiarise yourself with the process.