Debbie Hepplewhite’s suggestions for effective and ... Systematic Synthetic Phonics Teaching Principles: Can ... (reading) – Synthesise ... Debbie Hepplewhite’s

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  • DebbieHepplewhitessuggestionsforeffectiveandsupportivephonicsprovisionandpractice

    Arethefollowingsuggestionsfeaturesofyourphonicsprovisionandpractice?Youmayfindthisinformationusefulasachecklistoraudit!

    TheSystematicSyntheticPhonicsTeachingPrinciples:

    CanallteachingstaffandsupportingadultsreadilydescribetheSyntheticPhonicsTeachingPrinciples?

    ThinkoftheprinciplesasteachingabodyofKNOWLEDGEandspecificSKILLS(coreskillsandsubskills).

    KNOWLEDGE:

    Teachthealphabeticcodeknowledge(theletter/ssoundcorrespondences)inanincrementalsequenceandunderstandthatthecodeisreversible.

    SKILLS:

    Modelhowtoputtheletter/ssoundcorrespondencesintroducedtoimmediateusewithrealwordsteachingthethreecoreskills:

    1. Decoding(reading)Synthesise(saythesoundsinresponsetothelettersandlettergroupsandblend)allthroughtheprintedwordtodiscernthetargetword.Modifythepronunciationofthewordtosoundliketheactualwordwherenecessary.

    2. Encoding(spelling)Orallysegment(splitup)thespokenwordfrombeginningtoendtoidentifythephonemes(smallestsounds)andknowwhichgraphemes(lettersandlettergroups)arecodefortheidentifiedsounds.

    3. HandwritingLearntowritethe26lowercaselettershapes,thenthe26uppercase(capital)lettershapes,ofthealphabet(includingletterscorrectlypositionedonwritinglines).

    Application:

    Applytoabankofcumulativewords,plainsentencesandtexts,anddecodablereadingbookswhichmatchthelevelofalphabeticcodeknowledgeandblending/segmenting/handwritingskillstaughttodate,whenaskingthelearnertoreadorwriteindependently.

    Avoid:

    Donotteachaninitialsightvocabularyortrickywordswherelearnersareexpectedtomemorisethewholewordsbytheirglobalshapes.

    Donotteachorencourageguessingorpredictingwordsfromtheiroverallshape,orfrompicturecues,contextcuesorinitiallettercues(sometimesknownasmulticueingreadingstrategiesorarangeofreadingstrategies).Picturesandcontext,however,supportcomprehensionofthetext.

    Donotlinkletternameswithreadingorearlyspelling.

    Formoredetailssee:

    http://www.phonicsinternational.com/Features%20of%20the%20Synthetic%20Phonics%20Teaching%20Principles.pdf

    Freepostersdescribingthesubskillsandcoreskillsfordecoding,encodingandhandwriting:

    http://www.phonicsinternational.com/FR_PI_Posters_for_phonics_routines.pdf

    Copyright Debbie Hepplewhite 2012

  • Display:

    Doallteachersmaximiseteachingandlearningopportunitieswithwellorganised,clearandcontentrichphonicsdisplayforreading,spellingandhandwriting?Howusefulandsupportivearethephonicsvisualaidsforlearners?

    Selectthemostprominentandaccessiblewall,orwalls,inyourclassroomorteachingareaallowingplentyofspaceforclearandorganiseddisplay.Usethedisplaymaterialroutinelyforteachingandlearningpurposes.Avoidmixingdisplaymaterialinyourclassroomsuchasnumbersandletterskeepaclearzoneforyourphonicsdisplay.

    Beforegivinglearnersverbalpromptswithphonicsreading,spellingandhandwriting,aretheytrainedandempoweredtofindappropriatesupportmaterialondisplaytopromptthemselves?

    Canlearnersseetheinformationrequiredfromwheretheyworkand/orcantheyrefertotheinformationbyquickaccesstothedisplay?[AlphabeticCodeFriezecanbemuchhigher(ifthefontsizeislarge)thantheAlphabeticCodeChartwhichhasmuchsmallerfontandmanydetailsonit.]

    Displaypermanently:

    alargesizemainAlphabeticCodeChartthatcanbereachedreadilybyteachersandlearners(toshowtherationaleofspellingalternativesascodeforthevarioussoundsofspeech;includewholeprintedwordstoexemplifythespellingalternatives;displayachartwithanyorganisationalfeatureswhichareprogrammespecifice.g.colourcoding,mnemonicpicturesand/orletter/ssoundcorrespondencesintroducedinaparticularorder)

    anAlphabetPosterwithupperandlowercaselettershapes(toshowalphabeticalorder;letterformation;andpositionoflettersonawritingline;whenappropriatedisplayletterformationforjoinedhandwritingaccordingtotheschoolpolicy)

    Displaycumulatively:

    Friezeposterswhichfeaturelargefontletter/ssoundcorrespondencesastheyareintroducedalongwithanyprogrammespecificmnemonics(aidstomemorysuchaskeypicturestopromptthesoundsandlinklettershapeswithsounds)

    SaytheSoundspostersconsistingofgraphemes(lettersorlettergroups)astheyareintroducedintheprogrammealsodisplaymultiplecopiesaroundtheclassroomandtheschoolwithdifferentcombinationsofgraphemes(usefulforRevisitandReviewteacherledandincidentalpractice)

    Highfrequencytrickywordsastheyaredripfedintothephonicsprogrammeofworkandtosupportgeneralreadingandwritingasrequiredwithinthewidercurriculumnotethestraightforwardpartofthewordsandhighlighttheunusualpartsofthewords

    Spellingwordbankposterswhicharepartofthesystematicphonicsprogramme(e.g.wordswiththesamespelling/soundpatternsbird,girl,skirt,third,birth,shirt)andwhichariseincidentallyinthewidercurriculum

    Displayasrequired:

    posterswithsensiblecombinationsofwordssuchasoverthere,theirthings,people,friends,here,there,everywhere,when,who,where,why,whathappened

    graphemesastheyarediscoveredwhichdonotappearonthemainAlphabeticCodeChart(createhandmadepostersasrequiredandaddanyfurtherwordswiththerarespellingtomakeincidentalspellingwordbankse.g.giraffe,gaffeandheart,hearth

    Copyright Debbie Hepplewhite 2012

  • Pleasenote:

    DebbieHepplewhitesapproachforsyntheticphonicsprovisionandpracticeconsistsoftwoprongedsystematicandincidentalphonicsteaching.Thecontent,qualityandorganisationofthemaindisplayarekeyforsupportingbothsystematicandincidentalteachingandlearning.Avoidmixingposterswithconflictingmnemonicsystems.

    TeachingandLearningSequence:

    AreallteachingstaffandsupportingadultsfullyawareoftheTeachingandLearningSequenceorCycle?

    Teacherled:

    RevisitandReviewletter/ssoundcorrespondencesofthealphabeticcodetaughttodate Introduceneworfocusletter/ssoundcorrespondenceandmodelskillswithafewwordexamples

    Pupilpractice:

    Practisetheneworfocusletter/ssoundcorrespondenceatwordlevelwiththethreecoreskillswithatleastsomepaperbasedresourceswhichbelongtoeachlearner(mostfitforpurposeandengageseachlearner)

    Applyandextendwithplain(paperbased)sentencesandtextsforeachlearner(learnersmayneeddifferentiatedinstructionsforuse)

    Readcumulative,decodablereadingbooksforindependentpractice Buildupawarenessandknowledgeofspellingwordbanksonwalldisplayandinphonicsfolders

    OxfordReadingTreeFloppysPhonicsSoundsandLetters

    Copyright Debbie Hepplewhite 2012

  • TheOxfordReadingTreeFloppysPhonicsSoundsandLettersprogrammehasbeendesignedforyounglearners.

    Within,andinadditionto,theteachingandlearningsequenceintheFloppysPhonicsSoundsandLettersprogramme,buildupchildrensknowledgeofspellingwordbanks.LearnersarecontinuouslyengagedwiththeirownlearningandassessmentthroughuseoftheSaytheSoundsPosters(asA4paperbasedpersonalcopies),theirownActivitySheetsandCumulativeTexts.

    ArelearnerstrainedtotickwithpencilswhentheyhavesaidthesoundsandblendedthewordsusingtheirownA4SaytheSoundspostersandActivitySheets?

    ContinuewithPhonicsInternationalresourcesforspellingandgrammartocomplementtheinfantstageoraftertheinfantstage

    PhonicsInternational

    SeebelowanexampleofthePhonicsInternationalteachingandlearningcyclewhichcanbeusedfromfouryearsoldonwardsorasaprogrammetocomplement,orbuildon,othersystematicsyntheticphonicsinfant/beginnersprogrammes.PhonicsInternationalcanbeusedwithallages.

    Thereare400+plaincumulative,decodablesentencesandtextswithinthePhonicsInternationalprogramme.Learnersarereadilyengagedwiththeirownlearningandassessmentthroughalltheirpersonalpaperbasedresources.Withalayeringapproach,writingandspellingmaylagbehindreadingandyoumayfindithelpfultouseresourcesforthesamelearnersfromdifferentunitswithintheprogrammefordifferentpurposes.

    Inaddition,providecumulative,decodablereadingbooksintheearlystagesoflearningtoread.

    Copyright Debbie Hepplewhite 2012

  • Pace:

    Doteachersintroduceandrevisitletter/ssoundcorrespondencesattherateoftwotofourperweekdependentuponthelearnersageandstageoflearning,andcapacityforlearning,andtheirprofessionaljudgement?

    Doteachersprovidephonicslessonsdailybutfindwaysofrevisingandconsolidatingphonicsknowledgeandskillsincidentallymultipletimesperdaywhereverpossible?

    Littleandoftenpracticeandrevisionwillincreaseandembedlearningandleadtomorerapidandgreaterautomaticity.Aimforkeepingupandextendingquicklearnersratherthanallowinglearnerstogetbehind,orcoast.

    Provideslowertolearnpupilswithadditionaltimeandpracticeasrequired.Workinpartnershipwithparentsandguardiansifpossible.Guardagainstdoingtheworkfortheslowertolearnpupilsasthiswilldisempowerthem.

    Wholeschoolapproachandcontinuityofprovisionandpractices:

    IstheSimpleViewofReading,asrecommendedintheRoseReview,knownandunderstoodbyallmembersoftheteachingstaff?

    PrintablediagramsoftheSimpleViewofReadingandSimpleViewofWritingfortrainingandassessmentpurposes:

    http://www.phonicsinternational.com/The_Simple_View_of_Reading_model.pdf

    Iseveryoneintheschoolfullytrainedintheschoolsphonicsprogramme,resourcesandpractices?

    DoteachersinallyearsbuildonthealphabeticcodeknowledgeandphonicsskillsusingamainAlphabeticCodeChartroutinelyincreasinglybuildingupknowledgeofspellingwordbankswherewordsarespeltwiththesameletter/ssoundcorrespondencesandspellingpatterns?Arethesamephonicsroutinesforreadingandspellingusedacrosstheschool?

    Hastheschoolidentifiedaphonicsmanagerwhohassufficientnoncontacttimetoobserveandsupportallstaffinimplementingthephonicsprogrammeandpracticeseffectively?

    Hastheschoolplannedregularstaffmeetingsforcontinuingprofessionaldevelopmenttoreviewthephonicsandbasicliteracyskillsteachingandlearningandhowthiscomplementshigherorderlanguageandliteracyprovision?

    Haseverylearnerbeenprovidedwithaphonicsexercisebookwithwritinglines?

    Haseverylearnerbeenprovidedwithaphonicsfolderwhichbecomespartoftheschoolsdailybookbagroutine?

    DoeseverylearnersphonicsfolderincludecumulativeSaytheSound