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What do we mean?

How is it different?. What do we mean?. How can it help?. What do I do?. Greek : φώνημ α, phōnēma, "a sound uttered”. 44. Spanish Shallow orthography No. of sounds = No. of letter patterns English Deep orthography 40+ spoken sounds 26 letters 128 letter patterns

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What do we mean?

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  1. How is it different? What do we mean? How can it help? What do I do?

  2. Greek: φώνημα, phōnēma, "a sound uttered” 44

  3. Spanish Shallow orthography No. of sounds = No. of letter patterns English Deep orthography 40+ spoken sounds 26 letters 128 letter patterns (and no accents)

  4. High-quality academic evidence from across the world for L1… Systematic teaching of synthetic phonics is the best way to teach literacy to all children, and especially those aged 5-7 years.

  5. Welearntoread so thatwe can readtolearn. Phonicsisnotjust a method; it’scontent. It’snotoptional. Itsgoaliscomprehension.

  6. The Simple View of Reading

  7. Analyticphonics • ABC • Opportunistic • About patterns: d-og d-ig, d-ip, d-inosaur d-og, f-og, fr-og

  8. Syntheticphonics Read • mud: /m/ /u/ /d/ • 3 letters / 3 sounds • Saythesounds • Blendtoread Write • Say : mud • Segmentthesounds : /m/ /u/ /d/ • Sayeach/write a letterforeach • Read back tocheck

  9. Consonants and vowels Phonemes Sound talk Segmenting Importantterminology Digraphs: twolettersonesound Graphemes mnemonic Blending Trigraphs : threelettersonesound

  10. s m f p Pronunciation:puresounds i qu b ck l

  11. The English AlphabeticCode • 1 letter: 1 sound (m) • 1, 2, 3, 4 letters: 1 sound (ch, air, ough) • Differentletters: samesound (ch, k, c, ch) • Sameletter(s): differentpronunciationforreading/soundforspelling. (ow – cow, row)

  12. The English AlphabeticCode • satpsattap • ngar n igh t • lampchimpwindmill • frogtreestarlight • crispcrunchscrunch • easea head • air ere ear • helphelpedhelping

  13. Learningtheletters (orcombinations) thatrepresentlettersounds. Hearing and identifyinglettersounds So phonics can helpbilinguallearnerswith … Blendinglettersoundstoread Segmentinglettersoundstospell

  14. High frequency and trickywords the said some when people

  15. Phonological awareness

  16. PhonicExplorers • Systematic, book-by-book progression of phonics teaching fits with the Phonics Workbooks, English Explorers series

  17. Structuredsequence Lettersoundsstill A-Z CVC with short vowels Twolettersonesound: ch, sh, th Twolettersonesound: ll, ss, ck, ng Initial and final adjacentconsonants Long vowelsounds – splitdigraph: a-e Differentletterssamesound – longvowels: ai/ay r vowelphonemes: ar, er, ur, or Differentletterssamesound : oy/oi, ow/ou

  18. PhonicExplorers • Phonics set within a decodable story: reading for meaning. • Popular and familiar characters

  19. PhonicExplorers • Consolidation for readers

  20. PhonicExplorers • Audio for readers

  21. PhonicExplorers A typical lesson: • Prepare your approach • Prepare your text and any props • Review previous learning • Introduce new learning Makeit active

  22. PhonicExplorers Elements of a phonics lesson: • Model reading • Shared reading • Joining in • Read and repeat • Listen

  23. PhonicExplorers • Group reading • Guide the learning – focus on phonics • Reading in turn • Paired or independent reading • Listen

  24. PhonicExplorers Activities • Sing • Use letter cards/picture cards linked to the phonic focus • Which one says …? • Is this /g/ or /d/? • Use soundtalk– Get me a /r/ /e//d/ pen please. • Say it/write it

  25. PhonicExplorers Activities • Sort : get children to hold letter cards and move into the correct sequence to spell the word. • Find your partner: children holding letters or words must find their picture partner. • Find it: read the word and then search for the hidden picture card. • Bingo! Snap!

  26. PhonicExplorers • Support for teachers • Free downloadable teaching notes and activity ideas.

  27. Gill Budgell @gillbudgell gbudgell@frattempo.co.ukSkype: frattempolimitedwww.frattempo.co.uk

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