Objectives
Oto consider children’s early experience of learning how to read
Oto be introduced to phonics and phonological awareness
Oto be introduced to the Rose ReportOto understand how children use
phonics to read unknown wordsOto know a range of teaching strategies
to help children develop understanding of phonics
Request students find any of the missing books from Hampshire Library Service:
O Baker J WindowO Browne A Voices in the ParkO Hoffman M Amazing GraceO Kelly J Scoop (2 copies)O Norriss A Control ZO Sheldon D Whale SongO Tomlinson J The Owl Who was Afraid of the
DarkO Wormell C Two FrogsO Mathhews A Bob Robber and Dancing
Jane
Reflection on SE1
Discuss in groups:O What English teaching did you observe? O What English teaching did you take part in?O How did your Lost and Found guided reading
go?O How did your experiences correspond to what
was learned at uni in S1 ?
phonemic awareness
phonic knowledge
grapheme phoneme correspondence
cueing strategies comprehension:
literal and inferential
motivation
enjoyment
choicesexperience of different genres
talking about books and reading
How do children develop as readers?
What is auditory discrimination?
It can be defined as:O An awareness of sound all around us. Starting
before birth we hear different sounds and can distinguish between them
What is phonological awareness?
O The awareness of sounds within wordsO SyllablesO Onset and rimeO PhonemesO Refers only to speech i.e. you don’t need to
be able to read
Phonemic awareness: Phonics
O Phonics is the ability to apply that phonemic knowledge to the alphabet.
O To be able to apply sounds to graphemes.O Phonics is when a child can attach a drawing
from the symbols in the alphabet to a sound – it is a code
The alphabetic principle
O There are 44 phonemesO A phoneme can be represented by one or
more letters (cat, that, hair, caught)O The same phoneme can be
represented/spelled in more than one way (Rain, may, lake)
O The same spelling may represent more than one phoneme (mean deaf)
Vowels and consonants
O Vowels are phonemes where air flows through the mouth unobstructed, e.g. the letters a, e, i, o, and u
O Consonants are phonemes marked by constriction or closure in the breath channel - letters other than a, e, i, o and u.
What are phonemes and graphemes
OA phoneme is the smallest unit of sound in a word e.g.
p-i-nm-a-nc-o-tOA grapheme is the written
representation of a soundOA really useful guide is available on the
strategy website at
Phoneme hearing exercises
a) How many phonemes in:
O cat O dogO shipO legO chinO PenO CropO lap
spintripmapshopnetphotostickthin
Digraphs-consonant
O A digraph is two letters together which make one sound.
O There are consonant digraphs e.g:sh, th, ch, ng, ph As a group can you make a list of ten words using consonant digraphs on your paper?
O What do you notice about the phonemes and graphemes?
Trigraphs
OA trigraph is a three letter grapheme where three letters represent one phoneme
OCan you think of any words which have phonemes which need three letters?
OWrite them on your wipe board with a partner
OCan you think of any words which have phonemes with 4 letters?
What is synthetic phonics?
O Children are taught individual letters, or groups of letters and their sounds. They learn to blend (synthesise) letters together to form words
O They read unknown words by breaking them down in to phonemes (decoding). E.g. c-a-t
Analytic phonics
Analytic phonicsOChildren are taught to decode words they
do not know by using words or word parts they do know.
OUsing onset and rime is part of this system. If you can hear and spell c-at, then you can work out how to spell b-at. (analogy)
O It works only for words where the rime is spelt identically.
What does teaching look like?Letters and Sounds
Phase 1 O Prepares children for phonic work. Based on listening and discriminating between
sounds.
Phase 2O Single phonemes/graphemes are introduced. They understand that segmenting
and blending are reversible processes. Read and spell simple CVC words.
Phase 3O In this phase the digraphs are introduced but not the split digraphs.
Phase 4O Here children are introduced to the adjacent consonants – e.g. ‘slip’ and ‘camp’.
Phase 5 O Here they will learn that some spellings have alternative pronunciations e.g. cow
and blow. And some sounds have alternative spellings e.g. ‘ jump’ and ‘hedge’.
Phase 6O A lot of teaching in this phase revolves around spelling e.g. prefixes ‘return’ and
suffixes ‘sitting’. Also reading for meaning is empahasised.
Phonics games on WebO http://
www.bbc.co.uk/schools/wordsandpictures/phonics/sandcastle/index.shtml
O BBC Words and Pictures
O do the crab/ sandcastle one
http://phonicsplay.co.uk/
phonicsplay.co.ukO go to phase 2
and do 'buried Treaure' game
Directed TaskO Directed taskO Read through the handout providedO Choose at least one activityO Make this and bring to share at next
week’s seminar
Web links for the most commonly used phonics programmes
O ReadWriteInc http://www.ruthmiskinliteracy.com/default.aspx
O Jolly Phonics http://www.jollylearning.co.uk/O Collins Big Cat Phonics
http://www.collinseducation.com/series/pages/seriesshow.aspx?Seriestitle=Collins%20Big%20Cat&Level1=Primary&Level2=Literacy
O THRASS http://www.thrass.co.uk/teaching.htmO Letters and Sounds
http://nationalstrategies.standards.dcsf.gov.uk/node/84969
O The library Early Reading Collection has copies of many of the most used programmes in school
Free resources
O http://www.letters-and-sounds.com/O http://www.thrass.co.uk/downloads.htm