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Yolanda Soyrl 11th August 2017

Shinderbell blending is a skill necessary for blending to read


1. Look at the word 2. Get their mouth ready
Children who struggle get stuck after the first sound.

Writing: Segmentation is for spelling (these two bold skills are


opposites)

Phonics is the skills of segmentation and blending plus a


knowledge of alphabetic code.

Graphic knowledge is memorising the shape of a word (eg their


name, the McDonalds sign!)

Graphic knowledge and phonics should be used together eg.


His see the is and then put a h in front of it.

1. Phonics is usually for lower learnings. Aiming it a year 1 and


year 2 students and only some year 3 or 4 students who are
struggling.

2. Word recognition You cant be a reader by just looking at the


picture, the have to use word level responses (looking at the
word).

3. Grammar: re reading their own writing is so important.


They have to learn if it sounds right. Get new entrants to
re read after every word, once they can do that they have to
re read after each sentences. Good writers re read, poor
writers dont.
4. Context: it has to make sense, by re reading, by using the
picture.

1. Phonics is part of a 4 step structure 2. It is for early


learners. 3. Word level, sentence level and text level.

You have to teach the children how to use the 4.

Reading
Fluency at word level. They have to be able to read words
quickly before they can read a sentence and make sense of it.
Book Teaching the Brain by Duncan Milne
Book How my Brain Learns to Read Duncan Milne
Offer phonics to all children, it is especially effective for boys,
second language, Maori Pacifica and lower socio economic.

What is needed for reading:


1. Phonologial awareness
2. Spoken Landguage development (oral language)
3. Letter/sound language

For reading recovery to be effective children need to know


their letter sounds and know their basic sight words. A
reading recovery teacher is only trained to pull it all together.
Large amounts of oral reading with quality feedback is so
important. Silent reading should never replace hearing
reading out loud. Just because they can read words doesnt
mean that they know these words and what they mean.
Copying, dictation, and handwriting should be taught every
day from new entrants on.

Stage 1:
Where you develop phonological awareness.
Shut your eyes and let the children listen. Open your eyes and
tell me what you heard.
Some children havent ever talked to an adult about the sounds
they can hear around them.
If they cant hear anything, dont tell them give them an option.
Was that a truck you hear or a motorbike? Have this as an
independent task where they SoundTrack game (sound bingo)
put a counter on what they hear.
You can also play a musical instrument. Give them a picture of
each instrument and they have to hold up the one they hear.
Keep the visuals very plain and not interesting, this is about
hearing not be visual learners.
When using instruments do obviously different instruments
then when they can do this easily make the instruments more
similar.
Have a sounds table where they can go with their friends
independently.
I Say You Say!
Get your tongue out and use it! Mouths open and tongues
moving. Can Mr. Tongue go up the stairs, wash the top
windows, the bottom windows, visit the cheek twins!
Animals sounds. On Your Marks is a trigger for them to know
that we are going to do something fast! Show animals.
Get the children to line up in groups of 4. One person steps out
and has to name the other three children as fast as they can
from left to right.
Do the same at lunch time with 4 pieces of food. Close the
childs eye and then rearrange, say again as fast as you can.
Alliteration:
I say You Say! Put the book on the sound table.
Do alliteration every day. Lovely Listening Laura. Emphasise
Book Animalia by Graeme Base.
Read aloud 5 times a day!
1. Develop phonological awareness
2. Vocab
3. Brings the class together
4. Improves behaviour
Ba Ba black sheep Say and clap with the teacher
Say and clap by yourself
Just clap it
Do this for a week.

Do these phonological awareness every day, only 10 seconds


each and do them throughout the day.
Syllable break: Say and clap your name. (If they can do it they
are in the top group of reading, if not they are in the lower
group)
Syllable: I Say You Say: of random words
Syllable: At the start of a guided reading lesson, each child says
and claps their name and the rest of the group say and clap it
back.
Phoneme: Do robot walking d-o-g. Blend with hand.
Then leave out a phonome, beginning middle and end sound.
Rhyme: Nursery rhymes, poems, limericks, Dr. Seuss etc. If you
suspect dyslexia then up the phonological awareness.
Rhyme: Read a rhyme every day. Know some off by heart.
Book: This Little Puffin by Elizabeth Matterson
Can the children provide the rhyming word in a nursery rhyme
that they know? Little Bo Peep has lost her ______? Then one
that is made up. Little Bo Bog has lost her _______?
Show pictures that rhyme. DO the children know their 5
rhyming families a, e, i, o, u.

Photo copy p 18 and 19 and highlight as you know all your


students know it. Check at end of term if you have covered
them.

Everyone who starts school has to start at Stage


2!

Assess as you go. Pick 2 students a day with the


whole class as you are teaching and tick off what
she can do.

Writing:
Kids should be able to read their own writing.
Tell the students to use their sounds and just write the first
sound for each word.
Stage 2:
Be able to hear, write and read the first 29
phoneme/grapheme correspondences.
Dont show the letter card first cos if they dont know it
you have lost them.
Lesson structure:
1. Hear the sound: * Show a picture: The teacher names the
picture. * emphasis the 1st sound * Repeat the first sound.
* Feel the sound (on your throat or lips)

2. Read the sound: * Mnemonics: keep the story short. You


can use a pic and an action. * Then tell an alliterate
sentence: make one up for Jolly phonics Curly Cathy Clicks
Castenets. * Tell the students that this is the first sound of
the word ____. * This is how we write the sound. Here is
the letter (tap tap tap) here is the letter(tap tap tap). *
Remind the children that later we will see this when we do
our reading (big book or guided) later.

3. Write the letter: * Have one student to come up and write


it on the board so all others are watching. * As the children
are writing the letter on their palms they make the sounds.
* Now write them on the white board. Look at mine look
at yours. Show me yours. Look at mine look at yours. If
yours looks like mine then give it a tick. Show me your
ticks. * What does the word cupboard start with? C look at
mine look at yours. Give yours a tick. Tell them that they
can use this later in their writing.

4. Revise previous sounds the have learned. * Make Jolly


Phonics cards with pictures of them on the
back.(expensive to buy)

Hear* Mixed set of pictures they call out the starting


sound do it slow first time then fast
Read* letter cards, do it slow first time then fast the next
time.
Write* Call out 3 words and they have to write the starting
sound.

5. Tell them the letter name. Make sure you do this at the
end of the lesson to avoid confusion.

Phonics cannot be taught in an environment with noise and


sound.
Children who are struggling should do the lesson again with
the teacher aide but not during literacy.

Only lower case letters. They can only use a capitals if they
have a reason for it.
Have a packet of cards in your back pocket. With the children
you know will have difficulty rememebering the new sound
pull it out of your pocket at random times throughout the
day.
Have Gina come and observe a phonics lesson.
Games - Phonics

Accelerator: Phonemic Awareness

Alphabet Card: How to use: Have a group of about 6 children.


Step 1. Come up with a senctence
Step 2: They have to clap it out. (makes them hold
structure and makes the others keep it) As it goes
around you write them down on a piece of paper.
Step 3. Everyone writes their sentence. Rememebr you
can use your word fan if its on your fan. If you cant
spell the word just use the first sound. New Entrant: Use
a laminated pages of flowers with words. Show her
where I is. Get her to write it. Kids write with 2 hands,
one on a pencil and one on a page. Writing is your
voice written down. Put some blue tack on the word
she wants to write. After a few days can you remember
where the word I was? After a few weeks when she
know her sounds and want to write Movie. Ask her is it
this sound (m) or this sound (a for example) She only has
to write the first sound.
Go through vowels every day!!!! Download strip from
website.
Use a child to demonstrate the sounds, especially the
vowels.

To get/Make:
- Jolly phonics letter cards with pictures on the back
- Laminate all letter cards
- Print and laminate vowels cards
- White boards edtech Educational Technology Ltd.
- Alphabet freize with only lower case letters.
- Yolanda Soryll books colour coded.
-
Stage 3:
Teaching the last sound. This only takes 1 week. Children
dont write at this stage for long.
If they cant spell a word when they are at this stage in their
story writing they have to write 2 sounds. Up to now they
only had to write one!
Use a puppet. We have to teach the puppet how to
talk! He doesnt know how to say fish. Teach him how
to say fish. Then the puppet says fik. What is the last
sound he cant say? sh. Can we teach him how to say sh.
Lets say it again fi sh! And emphasie sh. The puppet
says it correctly. Give him a clap is hes right!
Can use the puppet at any stage.
Stage 4:
Here we are teaching blending and
segmentation.
Explain to the children they dont have to sound out big
words. They can sound out the beginning and then use the
picture maybe?
Its not all about phonics, remember the 4 search lights.
Ask the kids do they know the difference between sounding
out a word and spelling a word?
Diagraph. R-o-ck-e-t Lots of NZ students will spell it Rocit say
that this is a tricky one we spell it et.
Tell the children that teacher is spelt teach er even though
they say teach a . When it ends with a it is er!
Lesson:
Hear:
- key word (ribs)
rhyme free and string middle sound
- identify
- blend
- segment - robot
Dont show the word card at this stage.
Read: Word cards: - Robot (and pointer)(transfer)
o Robot no pointer
o Dump robot mix sets
fast
Write: - white boards,
- Experiment 1. Letter 2. Outcome (talk out
loud and tell me how you got it) 3. Transfer
from now on you writing you have to give
me three sounds.
- Silly sentence read it again and again for
fluency
Revise(fast)
- Take a word to fluency(write the word over
and over as fast as you can)
- Letter cards
- Word cards(mix)
Websites:
- Literacy first
- Steps
- Smart kids
- Yolanda soryl

What do you do if you get to the writing and the


child cant do it?
- Take the white board away from the child
- Can she robot it?
- Give whitboard back
- What is the first sound? STOP Write that
down.
- What the next sound? STOP writeit down.
- What is the last sound? Write it down. Good
girl!
If there is a mistake dont tell them whats wrong
straight away (capital letter, b and d mixed etc)
say fix that. Look at the d on the alphabet.
Get them to clean every time apart from the
cloud on the top.
Helping children who will find this stage 4 lesson
hard:
- You should have been keeping up the stage
1 throughout the whole year.
- GO through RIBS a lot.
- Keep mat time short.

Fluency:
- Get the children to read out loud to you
- Get the children read faster
- Only teach fluency with familiar words.
- Teach fluency using words.
- Teach fluency every day in phonics by telling
them to do it fast.

Finding your students reading speed:


Step 1: Find out your students reading age.
(Year 1 60 words a minute not a story
but just word cards)
(Year 2 80 words a minute Year 3- 100
words a min etc.)
See pg 32.
CAT spend 1 week on these a words.
Dog spend 1 week on these o words.

Shared Writing:
The teacher says pick up your white boards.
We need something for the robot. How do
you spell robot. They all try it. The teacher
uses it.
We will learn how to spell like. We spell l-i-k-e
use letter names count with fingers and
sweep. Shout, whisper, sing while writing on
your palm. Spell it in your head. Now write it
on your whiteboard.
Write as many words as you can in 60
seconds!
Once a week. Write as many words as you can
in 3 minutes. Next week try to beat your own
score.
Stage 5:
Hopfully no need to point at each phoneme. Same as stage
4 with just 1 extra in each section:
Hear - key word RIBS + Phonme fingers.
Read -
- robot(no pointer)
- dump robot mix sets.
- Grapheme
Write phonme lines
Revise all previous grapheme.

Books by David Crystal


Stage 6 And 7
Stage 6 Key Words (at least 3 lessons for the fact
that the sounds now make different sounds.)
- They have to know how to spell the key
words.
- a_e is a split digraph. See pics of 4 people ,
the 2 best friends splitting.

Phonics doesnt create perfect spelling you do


need a spelling program.
- Have the sound that they learned in phonics
incorporated into the shared and guided
writing.

- Monday and Wednesday stage 2


- Tuesday and Thursday stage 4
- Guided reading do an extra 3 minutes of
stage 5 (Monday and Tuesday Hearing, Wed
and Thursday Reading)

-
WordLab spelling
program
Advanced phonics is a course for fine
tuning stage 5 and 6 coming next year.

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