Effective phonics sessions: the daily four part session

The daily discrete phonics session

REVISIT AND REVIEW

APPLY

PRACTISE

TEACH

Practise previously learned letters or

graphemes or blending and segmentation as

appropriate.

Teach new graphemes; some tricky words;

blending and segmenting of adjacent

consonants.

Practise blending and reading words with a

new GPC/adjacent consonants; segmenting

and spelling words with a new GPC/adjacent

consonants.

Read or write a caption or sentence using

one or more tricky/high-frequency words and

words containing the new

graphemes/adjacent consonants.

GPC (grapheme-phoneme

correspondence) knowledge

Skill of segmenting to spell

Spelling high-frequency words -

decodable and tricky

Applying phonic knowledge and

skills into writing

Applying phonic knowledge and

skills into reading

Reading high-frequency words -

decodable and tricky

Skill of blending to read

Aspects of

phonics learning

Evaluating activities – some considerations• Easily manageable – not long spent explaining

• Active and engaging

• All children engaged in learning

• Can be adapted to address different learning focuses or be used in a different section

• Can be differentiated to meet a range of needs

• Provide assessment opportunities

• Provide opportunities for children to apply learning

Phonics - quality first teaching

The most successful schools

• have established QFT in the daily phonics session

• maintain pace in teaching the phonic phases

• track children’s phonic attainment to: monitor progression; identify target groups; ensure progress is maintained through transitions

• teach children to apply phonic knowledge and skills as their first approach to reading and spelling even if the word is not completely phonically regular

• from the beginning of Reception use the systematic synthetic phonics approach to teach early reading

• make direct links between phonics teaching and the teaching of reading

• plan for and provide opportunities for children to apply their phonics skills and knowledge throughout the day in the reading and writing curriculum and across the curriculum

• have established a learning environment that promotes independent application of phonic skills

Reflecting on learning and current practice

Course content• Developing subject knowledge: specialist vocabulary; the 44

phonemes and the main graphemes representing them; correct articulation of phonemes; skills of blending to read and segmenting to spell

• Progression: an overview of the phases and pace of the programme

• Effective phonics sessions: the four part daily session• teaching sequence

• pace and progression within the daily four part session

• Active and engaging approaches: games, activities and resources to support phonics teaching and learning

Intended Outcomes

Delegates will

• develop phonics subject knowledge expertise;

• feel more confident about delivering effective phonics sessions;

• have an increased understanding of progression in phonics;

• take away a repertoire of class-based practical approaches.

Identifying next steps

• What key messages will you take away from the course today?

• What will you put into immediate practice in the classroom?

• What changes will you implement before the end of the term?

• What do you want to find out more about?

Please complete your course evaluations.