Early Reading & Phonics - Emma Hunter 26/01

Synthetic Phonics Schemes

Part of NC for schools to teach synthetic phonics; elements and recognitions of sounds within the English language

There are a number of programmes to use - very different in their approaches to teaching and can be expensive (resources, training, books, etc.)

Letters and Sounds

• 20 mins daily

• 10 mins additional guided read. Guided reading book needs to be at a level appropriate for their phonic level - in early years this linked to phonics sounds they have learned that week

• Emphasis is on orally segmenting, blending and reading - not spelling

• Multi sensory approach - up and active, games-led, vocal - sessions should be engaging and involving for all pupils; avoid one question one response

• Pace of teaching is key - need to keep working through the programme. If a group of children are struggling, review sounds each day or consider intervention

Definitions

Phoneme

• Each distinct unit of sound

• There are 44 phonemes in the English Language

• c a t / b ir d / ch e ck / b r ough t

Grapheme

• A way of writing down a phoneme

• Can be made up from:

1 letter - p

2 letters - sh

3 letters - tch

4 letters - ough

Diagraph

• A combination of two graphemes representing one sound, e.g. sh / ch / ck

Trigraph

• A combination of three graphemes representing one sound, e.g. igh, tch

Consonant Blend

• When two or more consonants are blended together, but each sound may be heard in the blend. Most common beginning consonant blends include: bl / br / cl / dr / tr / gl / pl / sm / sp / st

5 Phases in Phonics Programme (Letters and Sounds)

Pace at Nicol Mere

• Phase 1 - early years

• Phase 2 - 6 weeks

• Phase 3 - 7-12 weeks

• Phase 4 - 4-6 weeks

• Phase 5 - 24-30 weeks

Phases 2, 3 and 4 completed by leaving reception, and some children started phase 5. Children come from different starting points when going into reception. By the end of Y1, children are expected to have completed phase 5

In Y1, children do Statutory Phonics screening test. This information is given to local authority - given mixture of real and nonsense words. Children need 32 out of 40 to pass, if they fail - repeat in Y2

Correct Pronunciation is key

Teachers pronunciation needs to be correct as it influences how the children speak and spell

Dialect change - if teachers are teaching different places of the country than where they are from, they are expected to teach in accordance with children's dialect

Structure of a Lesson

Revisit and Review

• Practice previously learned letters or graphemes

• Practice oral blending and segmenting

Teach

• Teach new phoneme (in phase 2 / 3, introduce pictures / objects for children to identify the common sound before showing them the grapheme representation)

• Teach blending and segmenting with new letters

• Teach tricky words

Practice

• Practice blending and reading words with a new phoneme / GCP / diagraph / trigraph / alternative sound

• Practice segmenting and spelling words with a new letter / GPC / diagraph / trigraph / alternative sound

• Include polysyllabic words

Apply

• Read or write a caption or sentence using one or more tricky words and words containing the new letter / graphemes / GPC / diagraph / trigraph / alternative sound

• The bias should be on reading not writing

Every school teaches phonics different - using different programmes and schemes

Nicol Mere teach phonics in small groups, focussing on student's individual progression