Welcome
to week 4 of my blog!
In our ICT workshop this week we
have been looking at different ways of using the Interactive Whiteboard to
teach effective phonics lessons.
We
looked at the 2007 ‘Letters and Sounds’ phonics resource which aims to build
children's speaking and listening skills whilst preparing them to read by
developing their phonic knowledge and skills. The resource sets out a
systematic programme for teaching phonic skills for children starting by the
age of five, with the objective of them becoming fluent readers by age seven. There
are six overlapping phases and understanding these phases is key to planning
and teaching appropriate phonics lessons.
Phase 1
Phase 1 (in nursery
and reception) concentrates on developing children's speaking and listening
skills. It focuses on familiarising children with the sounds around them preparing
them to begin to develop oral blending (putting individual sounds together for
reading) and segmenting (splitting up words into individual sounds for
spelling) skills. It is divided into seven aspects:
Aspect 1 - aims
to raise children's awareness of the sounds around them and to develop their
listening skills (activities include going on a listening walk, drumming on
different items and making musical instruments).
Aspect 2 - aims to develop children's awareness of sounds made by
various instruments and noise makers (activities include playing instruments
alongside a story and making loud and quiet sounds).
Aspect 3 - aims to develop children's awareness of sounds and
rhythms (activities include singing songs, listening to music and developing vocabulary
for sounds).
Aspect 4 - aims to develop children's appreciation and experiences
of rhythm and rhyme in speech (activities include rhyming stories, rhyming
bingo, clapping out the syllables in words and spotting the odd one out).
Aspect 5 - aims to concentrate on initial sounds of
words.
Aspect 6 - aims to encourage children to distinguish
between different vocal sounds and to begin oral blending and segmenting.
Aspect 7 - aims to develop children’s oral blending
and segmenting skills.
Please
click on the following link to look at some Phase 1 Interactive resources that could be helpful for lessons or for
ideas when creating resources:
Phase 2
In Phase 2 (in reception)
the children are introduced to 19 sounds. A set of letters are taught each week:
Set
|
Week
|
Sounds
|
Set 1
|
Week 1
|
s, a, t, p
|
Set 2
|
Week 2
|
i, n, m, d
|
Set 3
|
Week 3
|
g, o, c, k
|
Set 4
|
Week 4
|
ck, e, u, r
|
Set 5
|
Week 5
|
h, b, f, ff, l, ll, ss
|
When each set of letters are introduced the children
will use their knowledge of the letter sounds to blend these sounds together and
to segment words into their separate sound. The children will then begin to use
their blending skills to read simple captions.
In each set the following new words can be used for segmenting
and blending:
Set 1:
- (s, a, t, p) - at, a, sat, pat, tap, sap, as.
Set 2:
- (i) - it, is, sit, sat, pit, tip, pip, sip.
- (n) - an, in, nip, pan, pin, tin, tan, nap.
- (m) - am, man, mam, mat, map, Pam, Tim, Sam.
- (d) - dad, and, sad, dim, dip, din, did, Sid.
Set 3:
- (g) - tag, gag, gig, gap, nag, sag, gas, pig, dig.
- (o) - got, on, not, pot, top, dog, pop, God, Mog.
- (c)- can, cot, cop, cap, cat, cod.
- (k) - kid, kit, Kim, Ken.
Set 4 contains some two syllable words and two tricky
words are taught (the, to):
- (ck) - kick, sock, sack, dock, pick, sick, pack, ticket, pocket.
- (e) - get, pet, ten, net, pen, peg, met, men, neck.
- (u) - up, mum, run, mug, cup, sun, tuck, mud, sunset.
- (r) - rim, rip, ram, rat, rag, rug, rot, rocket, carrot.
Set 5 introduces three tricky words (no, go, I):
- (h) - had, him, his, hot, hut, hop, hum, hit, hat, has, hack, hug.
- (b) - but, big, back, bet, bad, bag, bed, bud, beg, bug, bun, bus, Ben, bat, bit, bucket, beckon, rabbit.
- (f, ff) - of, if, off, fit, fin, fun, fig, fog, puff, huff, cuff, fan, fat.
- (I, ll) - lap, let, leg, lot, lit, bell, fill, doll, tell, sell, Bill, Nell, dull, laptop.
- (ss) - ass, less, hiss, mass, mess, boss, fuss, hiss, pass, kiss, Tess, fusspot.
Please click on the following link to look at some Phase2 Interactive
resources that could be helpful for lessons or for ideas when creating
resources:
Phase 3
In Phase 3 (in
Reception) twenty-five new graphemes are introduced to children over a period
of 12 weeks.
Set
|
Graphemes
|
Set 6
|
j, v, w, x
|
Set 7
|
y, z, zz, qu
|
Consonant digraphs
|
ch, sh, th, ng
|
Vowel digraphs
|
ai, ee, igh, oa, oo, ar, or, ur, ow, oi,
ear, air, ure, er
|
In Phase 3 the
children will also learn the letter names using an alphabet song and the following
tricky words are introduced: he, she, we, me, be, was, you, they, all, are, my,
her.
Please click on the
following link to look at some Phase 3 Interactive resources that could be
helpful for lessons or for ideas when creating resources:
Phase 4
In Phase 4 (Reception)
no new graphemes phoneme correspondences are taught and the aim of this phase
is to consolidate the children's knowledge and to help them learn to read and
spell words which have adjacent consonants (two or more consonants that appear
next to one another within a word and they each represent a different sound
e.g. stop, grab and milk). The following tricky words are introduced: said, have,
like, so, do, some, come, were, there, little, one, when, out, what.
Please click on the following link to look at some
Phase 4 Interactive resources that could be helpful for lessons or for ideas
creating resources:
Phase 5
In Phase 5 (throughout
Year 1) the children will learn more graphemes and phonemes. They will also be
introduced to alternative pronunciations for graphemes, e.g. ea in tea, head
and break. The following tricky words are introduced: oh, their, people, Mr, Mrs,
looked, called, asked, could.
Please click on the following link to look at some
Phase 5 Interactive resources that could be helpful for lessons or for ideas
when creating resources:
Phase 6
In Phase 6 (throughout
Year 2 and beyond) the main aim is for children to become more fluent readers
and more accurate spellers. Children’s understanding of past and present tense
is developed and they are taught about the use of prefixes and suffixes.
Please click on the following link to look at some
Phase 6 Interactive resources that could be helpful for lessons or for ideas
when creating resources:
Although I am familiar with the ‘Letters and Sound’ resource
I found it helpful to study it as this allowed me to consider how I would teach
each phase with the use of the Interactive Whiteboard. We were also shown examples of phonics lessons
and activities on the Interactive Whiteboard allowing me to observe how phonics
could be taught and strategies that could be used.
We designed an activity (shown below) on ‘Smart Notebook’
software that could be used to enhance phonics teaching and learning.
This activity can be used to enhance the teaching
and learning of the grapheme and phoneme correspondence for the letter ‘F’. The
children put the animals beginning with f in the magic box (if they do not begin
with f they will ‘pop’ back out.)
This activity can be used to enhance the teaching
and learning of CVC words.
Finally, we reviewed websites that could be used to
support phonics lesson planning. I found these websites very useful as they
gave me ideas on how to create my own meaningful phonic resources using the Interactive
Whiteboard. Please click on the following links to see some phonic websites
that can be used to support lesson planning:
- http://www.familylearning.org.uk/phonics_games.html
- http://www.phonicsplay.co.uk/
- http://www.twinkl.co.uk/
- http://www.letters-and-sounds.com/
- http://www.earlylearninghq.org.uk/literacy/letters-sounds/
I
will now familiarise myself with ‘Smart notebook’ and the use of the
Interactive Whiteboard in order to make phonic lessons or activities that are
engaging, effective and valuable for developing children’s phonic knowledge. I will use the Interactive White board to:
- raise children's awareness of sounds and develop their listening skills by adding sound effects and recorded sounds to create activities such as match the instrument or sound maker sound to the instrument or sound maker image
- develop children's awareness of rhymes by creating interactive nursery rhymes and activities for matching pictures that rhyme (e.g. pig/dig)
- encourage children to focus on initial sounds of words by creating interactive ‘I-Spy’ games and by matching pictures which begin with the same sound (e.g. dog/dot)
- encourage children to begin oral blending and segmenting by creating activities such as ‘metal Mike’ where the children move objects on the screen to feed ‘metal Mike’ while I sound out the name of the object in a robot voice with the children joining in. I may even add recorded sound clips for sounding out the names of the objects
- develop children’s oral blending by adding recorded sound clips that say some sounds, such as /m/-/a/-/t/ and see whether the children can match the sound to the mat image from a group of images
- develop children’s segmenting skills by showing images of objects such as a pen and asking the children which sounds they can hear in the word pen; I could place a box over the spelling and unveil it slowly to give clues or use rub and reveal techniques
- provide opportunities for children to participate in interactive meaningful reading.
I
will also provide opportunities for children to independently use the online interactive
phonic resources in school and I will encourage their parents to support this
at home.
I
hope that you have found my blog helpful.
Enjoy
the rest of your week!
