Yolanda Soryl Phonics Training

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  

Using Seesaw as a way to develop relationships with whaanau

Date: 22nd/July/2018 Reflection: Using Seesaw as a way to communicate and build relationships with whanau

The What? A description of the incident/experience with just enough detail to support doing your “So what?” section. Description about who, what, why, when, where

Since we have adopted the use of Seesaw, the online portfolio, the response and the interactions with the whanau have been very high and positive. As I used something similar in the previous centre I worked at, I knew that this was going to make a great change in the way we build relationships with our whanau and let them know how much I know about their children as well as the fact that parents are now able to see what the children are learning at school. For the last few months, I have been encouraging all of the families to join Seesaw so that they can see the updates on what the children are doing. I have been talking about the Seesaw in the classroom, so that the children also understand how this is used by the families. Some children ask me to take photos of their creations, and send it to their family through Seesaw. I would really like the children to be doing this independently in the future. The great thing about Seesaw is that the app is on the family member’s phone so that the parents/family members will get the notifications as soon as I post an item. Some parents comment on posts which create relationship building as some families share stories about their children and interests. Family members who do not live in Hamilton and do not get to see the children often really value Seesaw so that they feel connected in the child’s lives and what he/she is learning/playing at school.

So what? This is the sense-making section that asks you to surface general meaning, significance, your position/viewpoint: actions; emotions (pre-during-post)

I really enjoy the use of Seesaw and how I can develop deep and meaningful relationships with the whanau. As the individual post is private, this opens a way to interact and it results in both us the parties developing each other’s knowledge about the child, I think that is the most wonderful thing about using Seesaw. It is a way to enhance my relationships with our whanau. It lets the whanau know how much I know about the child, and also it becomes a great platform to share new knowledge with the whanau. For example, as we endeavour the play based learning philosophy, it is important to share the significance of the play based using examples I see in my classroom, and talk about why this is important for children’s development. It becomes a platform to get to know each other among whanau and celebrate their children’s learning together.

Now what? This section makes connections from the experience/ incident to further actions. For example, what would you do differently/the same next time? How come? What are key points, lessons to share with your colleagues, network and/or group outside the network? (idea, product, process, concept?) how will you do this?

I will keep using Seesaw and aim to get all of the families to join the Seesaw. I only have a few more families to join. My next aim is for the children to be able to use the Seesaw from the Ipads. They will need to learn the process of scanning the code, and then taking photos, putting descriptions and uploading their post. This is something I would really like to work on with the children.

Trying a different approach to writing

I have often wondered how I could make the writing process for the children more fun and engaging. Often, when children come to write, they struggle with coming up with experiences or ideas that they would like to draw and write.

I have come across this amazing teacher's blog called Number Agents by Leslee Allen, and read her writing sessions with children, Storytelling-A way into writing and Exploring greater depth in writing, and I have really enjoyed reading both of them and it really resonated with my teaching through play philosophy.

The next day in the writing session, I sed Leslee's ideas of storytelling and told the story of a princess. The children were very captured by the story and were really interested. As I drew one picture, I told a story, then another picture along with another story. I talked about how the story had the beginning, middle and end. I gave the children their writing books and talked about where the pictures go. After that, the children were on their own creating their own stories.

After they drew the pictures of their stories, I asked them to come and tell me their stories. It was just amazing to hear so many wonderful creative stories. I really enjoyed this process. For some children, I wrote the story for them, and for others I encouraged them to write the story on the next page. They are familiar with this idea. One of the children naturally just wrote a story before I even asked him to write!
It was great to see some children who are not used to work independently work on their own and tried to work through this. When they brought the book to me, I could very much see their logics of writing.
Leslee talks about the pressure that children feel at a writing session, and I felt that this session worked really well because children were not pressured to do something that they were not able to do. Like she says, children were allowed leave the session if they wanted to, but because there is no resistance to leave, they stayed much longer than I thought they would have.
I like the idea about how this was developmentally appropriate. I know it was and it needs to be, so that I can support the needs of the children appropriately.
Most importantly it was so much fun. In the end of the block after their play, each child shared their story with each other, and this was amazingly wonderful. I loved the focus that children had on listening to their friends' stories.

With our focus this year being writing and using digital technology to support children's writing, I was wondering how I could do this. Can I use the Ipad as a tool to tell a story? or to use it as a tool to give us ideas to write stories? (silent cartoons), Can children use Ipad to take photos and write stories? Something to think about for my inquiry.

I will keep using this storytelling idea for writing, this term and see how it will go. It is also important to think about how I can support children during this process.

PTCs

Adding PTC labels.