DIRECT PHONICS Jo Wilson and Rea Reason 2003 - 2005. www.directphonics.co.uk E-mail: firstname.lastname@example.org. Book One: Single letters/sounds C-v-c words Sight words for sentences Book Two: Consonant blends (e.g. bl, tr) At beginnings and ends of words
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2003 - 2005
Cumulative and repetitive content
NEW CONTENT REVISION
Block 1 a m s t
Lessons 1 to 6 am Sam at mat sat
I like Tim and
Block 2 d i a m s t
Lessons 7 to 12 dad mad sad is it sit at am Sam mat sat
Emma the on dog I like Tim and
Block 3 c p a m s t i d
Lessons 13 to 18 cat did as pat pit dip at am Sam mat sat
pip tip tap I like Tim and
my said see can Emma the on dog
Holding the children’s attention
Two key words as signals:
‘Listen’: Before modelling the reading to the children, always begin by saying the word ‘listen’.
‘Ready’: Before asking children to respond in chorus or individually, begin by saying ‘ready’.
Notes for Lesson 1
Introduce sound/symbols: a m s Revise: -
Match sound/symbols: a m s
Make words: am Sam
Match words: Matrix (on pupil lesson sheet) Sight words: I like
Read: Matrix and sentences
Write: m s a am Sam
a m s
Read:I am Sam.
Activity 1: Say and match a m s
Activity 2: Make words am Sam
Activity 3: Match words like I Sam am
Activity 4: Reading
Activity 5: Writing
The script shows how each activity follows the ‘model-lead-check’ procedure.
Each of the 10 teaching blocks has a photocopiable page containing a grid with the words that have been learnt in the block.
The manuals contain example activities.
Initial evaluation: 25 TAs, 12 schools, 152 children
Theoretical and research basis Yes
Previous intervention studies Range
Normative tests and comparisons Some
Systematic curriculum-based assessment Yes
Individual differences Yes
Formative action research/organisation Yes
Motivation and emotion Yes