Friday 12 October
Phonics Training:
Phonics is about using sounds and is for children learning to read - Y1 - 2.
If children can't read they may have deficiencies in experiences for the left side of the brain. There may be not enough key experiences and repetition of experiences to use the left side of the brain.
Phonics can rewire the brain to read using the left side.
Phonics is good for:
Key Terms:
phoneme - the smallest sound that you can hear in a word
grapheme - the written form of the phoneme
CVC word - consonant, vowel, consonant word (bus, dog, cat)
digraph - two letters, one sound (sh)
There are 7 stages in phonics training:
1. Phonological awareness - occurs between birth to 4, and are the pre-skills for reading
2. Teach alphabet (at school) - phoneme/grapheme, what is the first sound?
3. Hear the last sound - what is the last sound? also, record in their writing.
4. Blending/segmentation (segmentation is needed for spelling) - teach CVC words, hear and record 3 sounds (don't teach this stage twice)
5. Every sound - digraph - 2 letters, one sound.
One year after starting school..................
6/7. Takes time to teach so over 2 stages, long vowel eg plAY.
Teach one long vowel at a time.
The child should now be 2 years after starting school.
Stage 1: Phonological Awareness:
Is very important. A key factor for reading success is phonological awareness, spoken language development.
a. General Sound Discrimination - key conversations about sound in a child's life, could play sound lotto, or close eyes and what do you hear, or use musical instrument. We need to teach children how to hear. Could have a sound table.
Need to decipher similar sounds from each other.
b. Speech Sound Discrimination - stop and make the sound, children's picture books are good for this.
Mr. Tongue - get mouth open, tongue moving.
Make animal sounds
Use cur cards, get children to think quickly
Call 4 children's names in an order, child repeat, then change to another 4 names, a child has to repeat, getting more faster.
c. Alliteration - need to deliberately bring in.
Eg - I'm Running Rhonda, if children aren't sure you can use I Say You Say
Animalia book - one letter a day
Tap sound
Alliteration is about the sound - exaggerate it.
d. Rhythm:
clap, holding the rhythm
One line of verse - clap and say
Lots of singing - action songs, finger plays
e. Sound breaks - phonemic awareness:
clapping syllables of names, 3 words - I say, you say.
clapping names before starting the reading group - ready to go
d/o/g - robot this, l to r sweep hand to say the word
f. Rhyme - nursery rhymes - need to have a good book to dip in to
5 nursery rhymes, finger plays
fun is important - Suess
rhyme words: cat family - cat, hat, mat, rat, bat
supply a rhyming word, children have to guess rhyme
g. Reading Aloud - develops: P.A. , grammar, oral langauge, vocab
Need to do all above SYSTEMATICALLY.
Start NE off a Stage 2, but have parts of Stage 1 throughout the day.
Stage 2:
Hear, read, write a phoneme (sound)
Hear:
Using a picture card (not necessary but good so all know what the object is).
Teacher names picture (not children - the lesson is on phonics, not vocab).
No letter card at this stage, the focus is on hearing.
Emphasize the first sound, say it like me.
Say 'great first sound'.
repeat the first sound.
Ask? what was that first sound?
Say other words with that sound - carrot, carpet, curtain
Feel the sound on your hand.
Read:
Set scene with the mnemonic. (story).
Say the short story - draw the picture with the sun.
Alliteration sentence
1st sound? /c/ this is how I write it
Transfer - tell children they can use it in different places
Say sound only when I touch it. All looking? All joining it.
EVERYBODY SWEEP
Write:
Teach children how to write the letter.
Get volunteer ( different child each day).
Teach formation.
Trace on palm, carpet.
Children have whiteboards - say the sound and the letter. Look at mine, look at yours.
Children need to check against a model.
Tell them they can transfer this to their writing.
Phonics in the morning, letter writing could be in the afternoon.
Revision: Push for fluency
Letter a day - revise each day.
Mix a set of words of sounds they have been taught.
Pictures let you go faster.
Letter cards fast.
3 words - first sound, what starts with the same sound
give me the word, give me the name of the sound
Children who forget - increase the number of opportunities to revise. eg twice a day with the cards.
Who can't remember? have cards in pocket - hourly, hourly, hourly revision
extra reminders/revisions - before play, before toilet, after lunch, before home, on duty.
NO CAPITAL LETTERS - Except for names. Just focus on lower case.
Writing:
1 - telling your story to your friend (a sentence)
2 - able to hold the structure - tell story and clap it - will remember
3 - actual writing - tick for word, tick for sound
child to find the word on word card - put a piece of blutak by word when they have found it so they can find it again quickly.
if not the word, then the sound, if they don't know sound tell them straight away.
Get child to re-read after every word written
Writing takes 2 hands - one on the paper, one writing.
Re-reading own writing is important.
Copy and dictation are good to do for fluency.
In the first two weeks of school, you are laying down print conventions.
After 2 weeks if they are not sure of the sound you can ask is it that one or that one? Then a week on, you can ask which one on this line?
Assessment:
We assess sound, letter, and word.
To read faster, use a probe. Need to be fluent and accurate.
60 seconds - how many known words can they read?
Average is 60 w/p/m
1. Data
2. Compare
3. Intervention
Stage 3:
Using a puppet.
Have the picture, the puppet says the word but leaves out the last sound.
What is it?
Write the last sound.
Stage 4:
Blend, segment, middle phoneme:
Find words that rhyme.
Robot the words - cog, dog, fog, log.
Then blend left to right.
Word card - teacher sets the pace, say my pointer might freeze.
Robot word, then blend.
Then bring out new words (ones learned from last week). If unknown or said wrong go back to robot.
If issues check child can robot. Go back to start and break down.
Have a word a day to write quickly.
Revise:
Sounds of the words, words learned.
In my class:
everyone looks
everyone joins in
everyone has their mouths open ready
Robot/segmentation needs to be big and physical and big spaces between sounds.
At some stage, we have to dump the robot as it impedes fluency (as does finger pointing).
Reading:
The more words you read the better reader you will be.
Low readers - need lots more times to read, TA to hear reading out loud at any spare moment, buddy reading.
To read faster, use a probe. Need to be fluent and accurate.
60 seconds - how many known words can they read?
Average is 60 w/p/m
Teach fluency at word level, and embed fluency in your lesson.
Stages 4, 5, 6 and 7 - Hearing Phonemes.
Phonics Training:
Phonics is about using sounds and is for children learning to read - Y1 - 2.
If children can't read they may have deficiencies in experiences for the left side of the brain. There may be not enough key experiences and repetition of experiences to use the left side of the brain.
Phonics can rewire the brain to read using the left side.
Phonics is good for:
- boys
- ELL
- Pacifica and Maori
- Learner needs
There needs to be a systematic approach to teaching phonics. Each letter must have a story (mnemonic).
A reading programme would consist of:
a phonics programme
hearing them read
fluency at word level
Key Terms:
phoneme - the smallest sound that you can hear in a word
grapheme - the written form of the phoneme
CVC word - consonant, vowel, consonant word (bus, dog, cat)
digraph - two letters, one sound (sh)
There are 7 stages in phonics training:
1. Phonological awareness - occurs between birth to 4, and are the pre-skills for reading
2. Teach alphabet (at school) - phoneme/grapheme, what is the first sound?
3. Hear the last sound - what is the last sound? also, record in their writing.
4. Blending/segmentation (segmentation is needed for spelling) - teach CVC words, hear and record 3 sounds (don't teach this stage twice)
5. Every sound - digraph - 2 letters, one sound.
One year after starting school..................
6/7. Takes time to teach so over 2 stages, long vowel eg plAY.
Teach one long vowel at a time.
The child should now be 2 years after starting school.
Stage 1: Phonological Awareness:
Is very important. A key factor for reading success is phonological awareness, spoken language development.
a. General Sound Discrimination - key conversations about sound in a child's life, could play sound lotto, or close eyes and what do you hear, or use musical instrument. We need to teach children how to hear. Could have a sound table.
Need to decipher similar sounds from each other.
b. Speech Sound Discrimination - stop and make the sound, children's picture books are good for this.
Mr. Tongue - get mouth open, tongue moving.
Make animal sounds
Use cur cards, get children to think quickly
Call 4 children's names in an order, child repeat, then change to another 4 names, a child has to repeat, getting more faster.
c. Alliteration - need to deliberately bring in.
Eg - I'm Running Rhonda, if children aren't sure you can use I Say You Say
Animalia book - one letter a day
Tap sound
Alliteration is about the sound - exaggerate it.
d. Rhythm:
clap, holding the rhythm
One line of verse - clap and say
Lots of singing - action songs, finger plays
e. Sound breaks - phonemic awareness:
clapping syllables of names, 3 words - I say, you say.
clapping names before starting the reading group - ready to go
d/o/g - robot this, l to r sweep hand to say the word
f. Rhyme - nursery rhymes - need to have a good book to dip in to
5 nursery rhymes, finger plays
fun is important - Suess
rhyme words: cat family - cat, hat, mat, rat, bat
supply a rhyming word, children have to guess rhyme
g. Reading Aloud - develops: P.A. , grammar, oral langauge, vocab
Need to do all above SYSTEMATICALLY.
Start NE off a Stage 2, but have parts of Stage 1 throughout the day.
Stage 2:
Hear, read, write a phoneme (sound)
Hear:
Using a picture card (not necessary but good so all know what the object is).
Teacher names picture (not children - the lesson is on phonics, not vocab).
No letter card at this stage, the focus is on hearing.
Emphasize the first sound, say it like me.
Say 'great first sound'.
repeat the first sound.
Ask? what was that first sound?
Say other words with that sound - carrot, carpet, curtain
Feel the sound on your hand.
Read:
Set scene with the mnemonic. (story).
Say the short story - draw the picture with the sun.
Alliteration sentence
1st sound? /c/ this is how I write it
Transfer - tell children they can use it in different places
Say sound only when I touch it. All looking? All joining it.
EVERYBODY SWEEP
Write:
Teach children how to write the letter.
Get volunteer ( different child each day).
Teach formation.
Trace on palm, carpet.
Children have whiteboards - say the sound and the letter. Look at mine, look at yours.
Children need to check against a model.
Tell them they can transfer this to their writing.
Phonics in the morning, letter writing could be in the afternoon.
Revision: Push for fluency
Letter a day - revise each day.
Mix a set of words of sounds they have been taught.
Pictures let you go faster.
Letter cards fast.
3 words - first sound, what starts with the same sound
give me the word, give me the name of the sound
Children who forget - increase the number of opportunities to revise. eg twice a day with the cards.
Who can't remember? have cards in pocket - hourly, hourly, hourly revision
extra reminders/revisions - before play, before toilet, after lunch, before home, on duty.
NO CAPITAL LETTERS - Except for names. Just focus on lower case.
Writing:
1 - telling your story to your friend (a sentence)
2 - able to hold the structure - tell story and clap it - will remember
3 - actual writing - tick for word, tick for sound
child to find the word on word card - put a piece of blutak by word when they have found it so they can find it again quickly.
if not the word, then the sound, if they don't know sound tell them straight away.
Get child to re-read after every word written
Writing takes 2 hands - one on the paper, one writing.
Re-reading own writing is important.
Copy and dictation are good to do for fluency.
In the first two weeks of school, you are laying down print conventions.
After 2 weeks if they are not sure of the sound you can ask is it that one or that one? Then a week on, you can ask which one on this line?
Assessment:
We assess sound, letter, and word.
To read faster, use a probe. Need to be fluent and accurate.
60 seconds - how many known words can they read?
Average is 60 w/p/m
1. Data
2. Compare
3. Intervention
Stage 3:
Using a puppet.
Have the picture, the puppet says the word but leaves out the last sound.
What is it?
Write the last sound.
Stage 4:
Blend, segment, middle phoneme:
Find words that rhyme.
Robot the words - cog, dog, fog, log.
Then blend left to right.
Word card - teacher sets the pace, say my pointer might freeze.
Robot word, then blend.
Then bring out new words (ones learned from last week). If unknown or said wrong go back to robot.
If issues check child can robot. Go back to start and break down.
Have a word a day to write quickly.
Revise:
Sounds of the words, words learned.
In my class:
everyone looks
everyone joins in
everyone has their mouths open ready
Robot/segmentation needs to be big and physical and big spaces between sounds.
At some stage, we have to dump the robot as it impedes fluency (as does finger pointing).
Reading:
The more words you read the better reader you will be.
Low readers - need lots more times to read, TA to hear reading out loud at any spare moment, buddy reading.
To read faster, use a probe. Need to be fluent and accurate.
60 seconds - how many known words can they read?
Average is 60 w/p/m
Teach fluency at word level, and embed fluency in your lesson.
Stages 4, 5, 6 and 7 - Hearing Phonemes.
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