Reception Phonics Workshop October 2013 - Letters and sounds_order
Effective phonics sessions: the daily four part session · •from the beginning of Reception use...
Transcript of Effective phonics sessions: the daily four part session · •from the beginning of Reception use...
Effective phonics sessions: the daily four part session
The daily discrete phonics session
REVISIT AND REVIEW
APPLY
PRACTISE
TEACH
Practise previously learned letters or
graphemes or blending and segmentation as
appropriate.
Teach new graphemes; some tricky words;
blending and segmenting of adjacent
consonants.
Practise blending and reading words with a
new GPC/adjacent consonants; segmenting
and spelling words with a new GPC/adjacent
consonants.
Read or write a caption or sentence using
one or more tricky/high-frequency words and
words containing the new
graphemes/adjacent consonants.
GPC (grapheme-phoneme
correspondence) knowledge
Skill of segmenting to spell
Spelling high-frequency words -
decodable and tricky
Applying phonic knowledge and
skills into writing
Applying phonic knowledge and
skills into reading
Reading high-frequency words -
decodable and tricky
Skill of blending to read
Aspects of
phonics learning
Evaluating activities – some considerations• Easily manageable – not long spent explaining
• Active and engaging
• All children engaged in learning
• Can be adapted to address different learning focuses or be used in a different section
• Can be differentiated to meet a range of needs
• Provide assessment opportunities
• Provide opportunities for children to apply learning
Phonics - quality first teaching
The most successful schools
• have established QFT in the daily phonics session
• maintain pace in teaching the phonic phases
• track children’s phonic attainment to: monitor progression; identify target groups; ensure progress is maintained through transitions
• teach children to apply phonic knowledge and skills as their first approach to reading and spelling even if the word is not completely phonically regular
• from the beginning of Reception use the systematic synthetic phonics approach to teach early reading
• make direct links between phonics teaching and the teaching of reading
• plan for and provide opportunities for children to apply their phonics skills and knowledge throughout the day in the reading and writing curriculum and across the curriculum
• have established a learning environment that promotes independent application of phonic skills
Reflecting on learning and current practice
Course content• Developing subject knowledge: specialist vocabulary; the 44
phonemes and the main graphemes representing them; correct articulation of phonemes; skills of blending to read and segmenting to spell
• Progression: an overview of the phases and pace of the programme
• Effective phonics sessions: the four part daily session• teaching sequence
• pace and progression within the daily four part session
• Active and engaging approaches: games, activities and resources to support phonics teaching and learning
Intended Outcomes
Delegates will
• develop phonics subject knowledge expertise;
• feel more confident about delivering effective phonics sessions;
• have an increased understanding of progression in phonics;
• take away a repertoire of class-based practical approaches.
Identifying next steps
• What key messages will you take away from the course today?
• What will you put into immediate practice in the classroom?
• What changes will you implement before the end of the term?
• What do you want to find out more about?
Please complete your course evaluations.