iboard Phonics Curriculum Guidance

Transcription

1 iboard Phonics Curriculum Guidance

2 Contents Page Summary, Purpose of Document 3 Introduction, Revisit and Review 4 Teach 5 Practice 6 Apply, Assess Learning 7 Phase Descriptors 8

3 Summary iboard Phonics is a collection of online activities based on the Primary National Strategy programme, Letters and Sounds: Principles and Practice of High Quality Phonics. It consists of a set of 12 interactive activities for phases 2-6 designed for use during whole class, group or individual sessions. The activities are based on the principles and practice of high quality phonic work and are designed to encourage speaking and listening skills as well as providing a stimulating opportunity for the teaching and learning of reading and writing. The activities offer pupils a range of opportunities to learn, practice, review and apply their developing skills in interesting and engaging activities. The activities are designed: to be taught in short, discrete daily sessions to provide fun, challenging and motivating teaching and learning opportunities to enable pupils to experience the success of progressing from simple to more complex aspects of phonic work to be suitable for whole class teaching, group work, 1:2:1, independent learning, and home learning to provide opportunities for good speaking and listening to complement and enhance schools existing multisensory, systematic phonics programme and reading policy to provide opportunities for differentiated learning The purpose of this document is to demonstrate how the iboard phonics activities can be integrated with the daily teaching sequence as suggested in the Letters and Sounds programme: Sequence of teaching in a discrete phonics session Introduction Objectives and criteria for success Revisit and review Teach Practice Apply Assess learning against criteria

4 1. Introduction Explain lesson objectives and criteria for success 2. Revisit and review The activities chosen for this part of the sequence will depend on previous learning. Below is an example of the activities which may be used. Purpose: to practise previously learned letters Purpose: to practise oral blending and segmentation

5 3. Teach Purpose: to teach a new letter Purpose: to teach blending and/or segmentation with letters Purpose: to teach and practise high-frequency (common) words Blast Off Flash Cards Mobile Vowels Phase 2 Tricky Words Bus Phase 3 Tricky Words Train Phase 4 Tricky Words Plane Planet Word Puzzle Rocket Fuel Word Search Word Search Maker

6 4. Practice Purpose: Practicing letter recognition (for reading) Purpose: Practicing recall (for spelling) Purpose: Practising oral blending and segmenting

7 5. Apply Purpose: to teach reading and writing captions 6. Assess learning The National Strategy guidance recommends that evidence for assessment should be gathered during: the daily discrete phonics sessions the revisit and review and apply sections observations of children reading independently e.g. guided reading, in the book corner The iboard phonics activities were not designed for formal, quantifiable assessment. However the following activities can be used as a tool for teacher assessment: Letter Sounds

8 Phase Descriptors The following phase descriptors from the National Strategy are a useful tool for assessing and tracking pupil progress. Children working within Phase 6: apply their phonic skills and knowledge to recognise and spell an increasing number of complex words are secure with less common grapheme-phoneme correspondences, for example s/zh/ can recognise phonic irregularities Children working within Phase 5: can use alternative ways of pronouncing and spelling the graphemes corresponding to the long vowel phonemes, for example /oe/ o-e, o, oa, ow e.g. 'snake' can read phonically decodable two-syllable and three-syllable words, for example 'bleating', 'frogspawn', 'shopkeeper' can spell complex word using phonically plausible attempts Children working within Phase 4: can blend adjacent consonants in words and apply this skill when reading unfamiliar texts, for example 'spoon', 'cried', 'nest' can segment adjacent consonants in words and apply this in spelling Children working within Phase 3: know one grapheme for each of the 44 phonemes Within Phase 3(iii) Children can read and spell a wide range of CVC words using all letters and less frequent consonant digraphs and some long vowel phonemes, for example 'sheep', 'boat' Within Phase 3(ii) Children can read and spell CVC words using a wider range of letters, short vowels, some consonant digraphs and double letters, for example 'bell', 'chick' Within Phase 3(i) Children can read and spell a few CVC words using a limited range of letters and short vowels, for example 'box' Children working within Phase 2: know that words are constructed from phonemes and that phonemes are represented by graphemes know a small selection of common consonants and vowels which they can blend for reading and segment for spelling simple CVC words, for example 'sit' and 'tap' Children working within Phase 1: explore and experiment with sounds and words distinguish between different sounds in the environment and phonemes show awareness of rhyme and alliteration