How to teach phonics.
7 stages of phonics.
Page 14-61
Phonics:
Shinderbell
Blending the sounds -essential for reading
Segmentation-breaking down the sounds
Avoid writing, writing safe stories (they know how to write these), they dont know how to break the sounds
Blending and segmentation are really important
1, how to hear
Decode- make sense- read
Look at the word and know the word
Graphic knowledge -memorising the shape (h( sound) and is, his)
Phonics
Grammar
Word recognition and graphic knowledge
Context/meaning
Lowest reader - phonics knowledge
“Get the words” first step for comprehension
Grammar search light -reading their own writing, reread their own writing (checking what they are writing
Good writing re read , poor writers dont
Context-looking at the pictures/ rereading own writing/ does this make sense?
Best readers and writers (connecting levels)
Components of reading
Decoding
Comprehension
Fluency-reading and effortlessly (slow reader- losing meaning) Working hard at decoding-not getting the meaning. If they are able to read fluently they can attend to comprehension.
Look at the words and know just like that (brain training)
Brain activity
Good reader- left side of brain
Struggling reader- both sides
Phonics can turn the left side brain on
Our brains are not wired for reading
Dyslexia or learning needs-Genetic
Deficiency and lack of repetitions
Teach it again and again until we dont need to
“How my brain learns to read”
Teaching phonics makes a big difference later on in their life- reading
Boys- advantage to teach phonics, children with english as a second language
Hear them read out loud everyday.
Phonological awareness
Spoken language dev
Letter/sound knowledge
Importance of phonological awareness at school entry
2 sounds (stage 3)
3 sounds (Stage 4)
Stage 1
Stage 2 -they know the first sound (do they know the first sound? ) 6 weeks to teach it 1 week to test it and again
Stage 3 - last sound (one week to teach it)
Stage 4 -middle sound once (dont teach stage 4 twice) - blending and segmentation (confusion with vowels)
Stage 5 -how to hear in every sound in a word Diagraph- sh two letters for one sound (hands on the hip)
Digraph is not a sound (a way of spelling a phoneme)
Make sure they can hear every sound of a word to move onto 6
By one year after starting school (phonics is finished by then)
Stage 6-7 - Year 2 long/short vowels (2 years after school entry)
Play train
Late they
So many ways to write (8 ways to write)
Page 13- system -school needing to have one system
Use phonics and graphic knowledge and ticks
The child needs to be able to read it by themselves -structured approach
Stage 1
Little and often through out a day
1 Close eyes-what can you hear? (conversations about sounds -rain, dog barking) Tuning into sounds
Is it motorbike or truck? Teaching them to how to hear
Sound track game
Using instruments -bells/shakers 4, 6, 10 instruments Similar shaker sounds (sounds table set up) boxes with different things inside to shake
Ability to hear different sounds (feeling it in their tongue) moving tongue activity
“I say, you say”
Make animal sounds -fluency faster “On your marks” make them think faster
Naming children in the line
How quickly can they tell you, give it to them faster
Alliteration
“I say you say” “what did you hear?” holding hands with children with learning needs
Animalia (3 words)
Starts with g with a pointing finger
Reading aloud to children 5 times a day
Rhythm coping rhythm (children not able to hold structure) children giving it back differnetly
All the things we do in music/movement -phonological awareness
Ability to hear sound breaks (sylable break, clapping with sylables) 3 times (one, two, three)
(Overcoming dyslexia)
Before the guided reading clapping
Voice loud and clapping
Robot arms sounding out and finger to blend
Rhyme -hear and generate
Nursery rhymes (make handouts to parents) Good book of nursery rhymes
Some off by heart (choose 5)
Missing word in rhyme
I like rice, it is nice.
5 rhyming families (do it faster) rhyming strands (mat, rat, fat… ) can they generate?
Phonological awareness book
Start at Stage 2 and sprinkle Stage 1 (10 minutes extra phonological awareness) Little and often
Stage 2
Letter sounds/graphine
N m s long sounds
Revising with the children who forget
Revising on their own- and getting them to wordshark and steps “what is this sound? “ toileting, duty time, every hour show the card to get them to say the sound
Stepping in before failing- keep them in the class (write the letter on the back of their hands, pointing and say the sound)
Letter/alphabet cards
Side of the teachers are the lowest
Composition :Talk to the neighbours about what they want to write about -come up with one sentence
Holding structure: clapping hands and say the sentence (teacher writing down the sentence)
Tell the children to use the sounds and words
Tell me again your story (your story is …..)
Point to the word I use bluetac next to the word I 2 hands for writing
Game-sound first sound for game g g g g game, point to it and bluetac, full stop
And pictures next
Exactly the same next day
Everyday for 2 weeks (word by word support)
Taking the support away (giving her choices M or n?)
4 weeks later (pointing to the row of the alphabet)
One sentence everyday
Writing is your voice written down
The vowels
Practice with clapping three times combination of them
Maintenance (a e i o u strip) random order then without pictures free from the website
Copy the student say the sounds -have a look at the you tube video
Heavy duty letters
You have to go right to left so the children can do the the other way (video on site)
Smart kinds poem
Assessment
Letter name/sound/ the words start with the sound
Teach stage 2 and test
Stage 3
Nip flip grip pencil holding
Puppet fish-fit what is the sound he cant hear.if he is right give him a round of prouse
That is called the last sound
Using pictures
First phoneme - go back and revise
First sound, last sound, last sound with a puppet
Stage 4
Non sense words -decoding words best decoders
Get to the word the fastest way
Phoneming words
Fingers and blend after
Sounding and spelling
Grapheme is written form of phonemes Shock 3 always the same
Satage 4 words
Hog
Chop
Shock
Stage 5
Frog f r o g 4 dont need to teach the blends need to hear phonemes
Hear every sounds
Smack
Frog
Stage 6
Way 2 sounds ay
W eigh
2 sounds no matter what
Rocket
D augh t er
Phonics manual
Ask a 5 year old
Fluency
More time reading
Anyone reading aloud to them
Tuakana teina
As many opportunities for them to be reading out loud
Read faster
Train them to read faster
Stage 4-reading the cards faster
Read the funny sentence with expression
Letter cards
Word cards
Give your children opportunities to know what word it is
Stage 2 writing quickly (is my go) without thinking about it
Shared writing
Everybody writing
Children give the children what they can do, and teachers fills it in
What will I need? Question mark
Spelling
Take a word from a shared writing
Like touch each letter
Louder, whisper, write it on your palm, silently, sing it (L, I, K, E)
Close your eyes
Write it on your whiteboard
Stage 5 hearing every sound in a word
Get them into writing using the words they are learning
Go up a stage and revise with the previous stage
Hear every sound
Wh ck
Q u 2 phonemes (qu)
Stage 6-7 long volwes
Key words
