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  • www.PhonicsTrainingOnline.com

    Debbie Hepplewhites Online Synthetic Phonics Training Course

  • Introduction: What, Why...then How?

    Focused synthetic phonics teaching and its integration with wider reading, spelling and writing

    Two-pronged systematic and incidentalphonics teaching and learning

  • Module One:

    The Systematic Synthetic Phonics Teaching Principles

    SSP

  • Module One: Part 1

    a) International conclusions of research

    To be aware there is a wealth of research with summarised recommendations but despite the findings of international research, it is still chance as to the knowledge and understanding of teachers and the reading and spelling instruction and experiences that learners receive

  • Module One: Part 1

    b) The Systematic Synthetic Phonics Teaching Principles

    To establish a common (shared) understanding of the Systematic Synthetic Phonics Teaching Principles including language comprehension and building up spelling word banks

  • What does leading-edge reading and spelling instruction look like?

    Underpinned by the Synthetic Phonics Teaching Principles = principles in common to the leading research findings in the USA, Australia and the UK, and studies of the leading phonics programmes and practice

    High consistent results achieved:historic and recent research, national testing, standardised testing, longitudinal studies, objective teacher testimony, classroom findings

  • International conclusions of research:

    1. phonemic awareness

    2. phonics

    3. fluency

    4. vocabulary enrichment

    5. comprehension

    Phonemic awareness is not a pre-requisite- best developed in the presence of print

  • UK Reading Reform Foundation

    For information about research

    and topical message forum:

    www.rrf.org.uk

  • Susan Godslands award winning site

    For evidence-based information:

    www.dyslexics.org.uk

  • Phonics International message forum

    For guidance, information, topical

    issues and pointers to research

    www.phonicsinternational.com

  • International Foundation for Effective Reading Instruction IFERI

    IFERI a new force in advocacy

    An international collaboration to drive effective practice for literacy instruction LDA, June 2015

    www.iferi.org

  • IFERI Aims

    To promote reading instruction informed by

    scientific evidence of how best to teach all children to read: Systematically teach the letter/s-sound correspondences of the English alphabetic code and the phonics skills to decode and encode within a language-rich and literature-rich environment.

  • IFERI Aims

    IFERI will work to draw attention to

    ineffective practices that diverge from the international findings of research: A non-systematic approach to phonics along with multi-cueing reading strategies amounting to guessing words from word shape, pictures, initial letters and context is insufficient and potentially damaging.

  • IFERI Aims

    IFERI will inform policy makers at all levels

    about specific instructional practices that are inconsistent with, or contrary to, the findings of international research on reading.

  • First of all ...

    Lets make sure that were all on the same page!

    What are theSystematic Synthetic Phonics

    Teaching Principles?

  • The Systematic Synthetic Phonics Teaching Principles

    To synthesise means to blend this refers to the decoding/reading process, but the Synthetic Phonics Teaching Principles include bothsynthesising for decoding and oral segmenting for encoding/spelling

  • S p e ll i ng

    Not only are we teaching reading

    explicitly from the outset ...

    ... we are also teaching spelling

    explicitly from the outset

    This is fantastic we need to see just how well we can teach spelling

  • Phonically plausible spelling

    Teachers sometimes express doubts about a phonics approach to teaching spelling saying that it makes spelling worse as children spell with phonically plausible versions of spelling in effect, invented spelling.

    This criticism will be fully addressed and Debbies specific approach towards teaching, modelling, supporting and marking spelling will be outlined during the course.

  • The Synthetic Phonics Teaching PrinciplesTeach: KNOWLEDGE of the ALPHABETIC CODE

    = the letter/s-sound correspondences

    *incremental sequence *the code is reversible

    THREE CORE SKILLS (sub-skills to follow ...)

    1. Sounding out and blending for reading

    2. Oral segmenting then alloting graphemes for identified sounds for spelling

    3. Handwriting (not in DfE core criteria)

  • Incremental or Systematic Sequence:

    Introduce the 44+ soundsin a specific order and mainlyone spelling = simple (or basicor transparent) alphabetic code

    Revisit the 44+ sounds (may be a different order) and introduce further spelling alternatives andpronunciation alternatives= complex (or extendedor opaque) alphabetic code

    sounds

    simple code:

    mainly one spelling

  • The sub-skills (reading)FOR DECODING:

    1) Model oral blending: /k/ /ai/ /k/ cake

    (Start with the parts, end up with the whole word)

    2) Learners see the letter/s, and say the sounds

  • The sub-skills (spelling)FOR ENCODING:

    1) Model oral segmenting: coat /k/ /oa/ /t/

    (Start with the whole word, end up with the parts)

    2) Learners hear the sound/s, then point to or air-write or select grapheme tiles, or write the graphemes (letters and letter groups)

    paper

    and pencil

    grapheme

    tiles

  • The sub-skills (writing)

    Recognise letters...

    shapes & orientation

    relative sizes

    position on writing line

    capital and lower case

    Formation of letters...

    directionality

    finger tracing

    copying

    air-writing

    write with correct pencil hold

    formation on writing line

    FOR HANDWRITING:

    Phonics...

    link capital and lower case

    letters with their sounds

    learn about the difference

    between the alphabet

    and the alphabetic code

  • The SSP teaching principles APPLICATION: Apply growing phonics knowledge and all

    the phonics skills to CUMULATIVE words, sentences and texts

    Debbies guidance: plain texts without cues

    Apply to reading with CUMULATIVE, decodable reading books as independently as possible

    Apply to the wider curriculum when reading and writing (+ teach incidental phonics with the two-pronged approach + alphabetic code chart)

  • The SSP teaching principles AVOID:

    Multi-cueing reading strategies which amount to guessing the words ...

    (that is, guess from the picture, guess from the first letter/s, guess from the word shape, guess from the context)

    ... but pictures and context are used for

    supporting comprehension

  • A CONTENT-RICH SYSTEMATIC

    SYNTHETIC PHONICS PROGRAMME

    Provides great opportunities for vocabulary enrichment and development of language comprehension

    Provides great opportunities for teaching grammar alongside

    Should also be a spelling programme (and continue throughout primary as required)

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