January 27, 2013
At present we are working with Yr1 teachers on phonics teaching. As a result of this project we have asked the teachers to share with us the best games or activities that they have found for whole class/group teaching which allows for differentiation and therefore all to take part. Over the next few weeks we will be collecting these examples and sharing them.
Here is one to get us started. As you will see, they are usually based on games/activities we all know but adapted in some way. This one is called Matching with Meaning and is based on the matching pictures and sentences activity. It’s purpose is to ensure that children are not just decoding the words but focusing on meaning through linking the text and images so I try not to make all the images too literal. It is an activity for the apply part of a phonics session.
You will need a range of words, captions or sentences for the children to read . I usually try to use 3for each pair of children but it will depend upon the reading speed of your class. The differentiation is found in terms of the amount of text that you give a child or pair to read and the phase from which it comes. Some children at the very beginning of phase 2 will have 3 words, those in phase 5 will have 3 sentences using the phonemes they are working on and anything in between these two that is needed.
On the whiteboard, images are shown that link to the words, captions and sentences that the children have and when they have something that links with the image they stand up and read it to the class. There are some interesting discussions when more than one pair stand up because then the class need to decide if they are both right or not.
You will find the resources for this activity here.
What’s your favourite activity that allows for differentiation for the whole class?
January 1, 2012
We have been leading a lot of phonics work recently; training, supporting, demonstrating, working alongside and using the lesson study model of support with much more to come this term. One of the ideas that we are very clear about in phonics teaching is that you need a small number of games/activities which you and the children really enjoy. This means that the focus of the session can remain on the phonics skills and knowledge rather than learning to play a game. So here are our top 10 phonics activities not listed in any particular order:
•B) Buried treasure p60, 87 and 115
•(B) Countdown p86, 114 and 138
•(S)Phoneme Frames p62, 88 and 116
•(S) Quickwrite p62, 89 and 117
•(B) Match words and pictures p60, 87 and 115
•(BS)Reading and writing captions p66, 67, 95, 97, 122, 124, 142, 149
•(BS)Sentence substitution p86, 114 and 139
•(S) Phoneme frame p62, 88,116 and 171
•(S) Best bet p147
•(B) Best bet p138
The B refers to an activity for blending and the S for segmenting. The page numbers refer to the description of the activity in Letters and Sounds.
Which activities do you think are high value in terms of phonics learning?
October 2, 2011
This week the government’s catalogue of approved resources and training for phonics was released. These are resources that can be purchased and are eligible for match-funding, making them half price. At the same time the evaluation of the Yr1 phonics assessment was also made available online. We were delighted to see the statement
Letters and Sounds was by far the most frequently used programme, used by 80% of schools as their main programme.
especially as we are in the catalogue for Letters and Sounds training in the South West. What surprised us was the fact that all the other systematic synthetic phonics programmes were listed by name but not Letters and Sounds. It comes under the ‘generic’ heading. The trouble is that not everything under the generic heading is Letters and Sounds so it is a little confusing.
We have been looking through the catalogue at resources to support Letters and Sounds and have come up with the following:
Rebecca discovered some fantastic resources from OUP: Oxford Reading Tree Traditional Tales. that are available as ebooks with a selection offered for free. These books are phonically decodable and so would be suitable for children to use. But what makes this a great resource is the story-teller videos and ready made story maps to support retelling. This means that the phonically decodable texts can be used to support a unit of work on traditional tales that involves talk for writing. These resources can be found on p72 of the catalogue.
We really like the Phonics bug decodable texts from Pearson starting on p21 (you may recognise some of these as Rigby Star phonics books), Floppy’s Phonics non-fiction books p14, along with the speed sound cards from Read Write Inc on p46. There are also some magnetic letters with digraphs and trigraphs joined together from Jolly Phonics on p18 and the idea of trugs on p62 which our SEN adviser Linda Chapman recommends for children with specific literacy difficulties.
If you are working with KS2 children who need phonically decodable books, we like the look of Project X Phonics on p68.
If you do not have many resources ready made for Letters and Sounds, we think the Smart Kids boxes that have all the resources necessary for each phase look like good value. See them on p86. The phonic pebbles from Yellow Door on p99 would be great for use in the sand or water tray in the early years/KS1.
We can be found on p108.
Do you have any favourite phonics resources that you couldn’t do without?