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Cracking the Code Phonics (2) Year 1 February 2012

Cracking the Code Phonics (2)

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Cracking the Code Phonics (2). Year 1 February 2012. Objectives. to consider children’s early experience of learning how to read to be introduced to phonics and phonological awareness to understand how children use phonics to read unknown words - PowerPoint PPT Presentation

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Page 1: Cracking the Code Phonics (2)

Cracking the CodePhonics (2)

Year 1February 2012

Page 2: Cracking the Code Phonics (2)

Objectives

• to consider children’s early experience of learning how to read

• to be introduced to phonics and phonological awareness

• to understand how children use phonics to read unknown words

• to know a range of teaching strategies to help children develop understanding of phonics

Page 3: Cracking the Code Phonics (2)

Reflection on assignment• Think about your English assignment• Reflect on your own work• Can you identify what you feel you did well and/or

where you can identify targets for development?• Might be: structure/reading/referencing/building an

argument etc• Now share your reflections with the person next to

you

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Directed task

•Last week you were asked to choose one of the phonics games to make•In your tables take turns to share your games•What are the key elements of phonics games? Make a list to share.

Page 5: Cracking the Code Phonics (2)

What is phonological awareness?

• The awareness of sounds within words• Syllables• Onset and rime• Phonemes• Refers only to speech i.e. you don’t need

to be able to read

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Phonemic awareness: Phonics

• Phonics is the ability to apply that phonemic knowledge to the alphabet.

• To be able to apply sounds to graphemes.• Phonics is when a child can attach a

drawing from the symbols in the alphabet to a sound – it is a code

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The alphabetic principle

• There are 44 phonemes• A phoneme can be represented by one or

more letters (cat, that, hair, caught)• The same phoneme can be

represented/spelled in more than one way (Rain, may, lake)

• The same spelling may represent more than one phoneme (mean deaf)

Page 8: Cracking the Code Phonics (2)

Mr Thorne Does Phonics

• http://www.youtube.com/watch?v=5wGfNiweEkI

• Synthetic phonics

Page 9: Cracking the Code Phonics (2)

Vowels and consonants

• Vowels are phonemes where air flows through the mouth unobstructed, e.g. the letters a, e, i, o, and u

• Consonants are phonemes marked by constriction or closure in the breath channel - letters other than a, e, i, o and u.

Page 10: Cracking the Code Phonics (2)

What are phonemes and graphemes

• A phoneme is the smallest unit of sound in a word e.g.

p-i-nm-a-nc-o-t• A grapheme is the written representation of a

sound

Page 11: Cracking the Code Phonics (2)

Phoneme hearing exercises

a) How many phonemes in:• cat • dog• ship• leg• chin• Pen• Crop• lap

spintripmapshopnetphotostickthin

Page 12: Cracking the Code Phonics (2)

What is synthetic phonics?

• Children are taught individual letters, or groups of letters and their sounds. They learn to blend (synthesise) letters together to form words

• They read unknown words by breaking them down in to phonemes (decoding). E.g. c-a-t

Page 13: Cracking the Code Phonics (2)

Digraphs-consonant

• A digraph is two letters together which make one sound.

• 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?

• What do you notice about the phonemes and graphemes?

Page 14: Cracking the Code Phonics (2)

Digraphs-vowel

• There are 5 vowels in the alphabet but more vowel sounds

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• • ae• ee• ie• oe• ue• oo• ar• ur• or• au• er• ow•

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Vowel digraph (the phonemes)

ae ee ie oe ue oo

ar ur or au er ow

Page 17: Cracking the Code Phonics (2)

Trigraphs

• A trigraph is a three letter grapheme where three letters represent one phoneme

• Can you think of any words which have phonemes which need three letters?

• Write them on your wipe board with a partner• Can you think of any words which have

phonemes with 4 letters? In pairs

Page 18: Cracking the Code Phonics (2)

What is a split digraph?

• A split diagraph has a letter that splits, i.e. comes between, the two letters in the diagraph.

• For example what happens with words like• Gate• lake• made• site• time

Page 19: Cracking the Code Phonics (2)

phonemic awareness

phonic knowledge

grapheme phoneme correspondence

cueing strategies comprehension:

literal and inferential

motivation

enjoymentchoices

experience of different genres

talking about books and reading

How do children develop as readers?

Page 20: Cracking the Code Phonics (2)

The Simple View of Reading (The Rose Cross)

Page 22: Cracking the Code Phonics (2)

What does teaching look like?Letters and Sounds

Phase 1 • Prepares children for phonic work. Based on listening and

discriminating between sounds.

Phase 2• Single phonemes/graphemes are introduced. They

understand that segmenting and blending are reversible processes. Read and spell simple CVC words.

Phase 3• In this phase the digraphs are introduced but not the split

digraphs.

Page 23: Cracking the Code Phonics (2)

What does teaching look like?Letters and Sounds

Phase 4• Here children are introduced to the adjacent consonants –

e.g. ‘slip’ and ‘camp’.

Phase 5 • 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 6• A lot of teaching in this phase revolves around spelling e.g.

prefixes ‘return’ and suffixes ‘sitting’. Also reading for meaning is emphasised.

Page 24: Cracking the Code Phonics (2)

Letters and Sounds-timescale for discrete teaching

• Phase 2-six weeks• Phase 3-twelve weeks• Phase 4-four weeks• Phase 5 (throughout Year 1) 1-30 weeks• Phase 6 (through year 2) • The teaching is structured and fast paced. • There are excellent examples on the DVD• Please look at the Phase 2 timetable you have

been given. Any comments?

Page 25: Cracking the Code Phonics (2)

Sequence of teaching in a discrete phonics session

• Introduction• Objectives and criteria for success• Revisit and review• Teach• Practise• Apply• Assess against learning criteria

Page 26: Cracking the Code Phonics (2)

Letters and Sounds

• Hear and say sounds in words in the order in which they occur

• Link sounds to letters, naming and sounding the letters of the alphabet

• Use their phonic knowledge to write simple regular words and make phonetically plausible attempts at more complex words

Page 27: Cracking the Code Phonics (2)

How much have you learned? 1

• What is a vowel?• What is a consonant?• What is a phoneme• What is a grapheme• What is phoneme –grapheme correspondence?• How many phonemes are there?• How many letters are there?

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How much have you learned? 2

• What is a vowel digraph?• What is a consonant digraph?• What is a split digraph?

• What is phonemic segmentation (hint: spelling) and blending (hint: reading)?

• What is synthetic phonics? (hint: it’s got something to do with sequence)

Page 29: Cracking the Code Phonics (2)

Guidance for W7 – Independent studyReinforcing phonics

(Do not come to the seminar rooms)

Task 1Go to the Reading Collection section of the library adjacent to the normal fiction selection • Look through the phonics resources• Select one of the following resources

and review it in 100 -200 words• Big Cat• Thrass• Read Write Inc• Jolly Phonics

• Be prepared to share your review with other students in your group in Week 8

Task 2Watch some Mr Thorne Does Phonics on You Tube or on the Times Educational Supplement Resource site (you may have to enrol)

Task 3Go to your reading pack and read the “What is Phonics and which type is most effective” article by Johnstone and Watson

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Watch these in Week 7• • http://teachfind.com/node/85235?current_search=lette

rs%20and%20sounds• Letters and Sound Phase 2 • • http://teachfind.com/national-strategies/letters-and-sou

nds-principles-and-practice-high-quality-phonics-phase-one-teachi?current_search=letters%20and%20sounds%20principles%20of%20high%20quality%20phonics

• Letters and Sounds Phase 1• • http://teachfind.com/national-strategies/letters-and-sou

nds-notes-guidance-practitioners-and-teachers?current_search=letters%20and%20sounds%20principles%20of%20high%20quality%20phonics%20notes%20and%20guidance%20for%20practitioners

• Letters and Sounds: notes and guidance for practitioners and teachers

Page 31: Cracking the Code Phonics (2)

Analytic phonics

Analytic phonics• Children are taught to decode words they do not

know by using words or word parts they do know.

• Using 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)

• It works only for words where the rime is spelt identically.