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Thursday 11 th September.  understand what synthetic phonics are  have an overview of phonics teaching in school  know how and when phonics is assessed.

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Presentation on theme: "Thursday 11 th September.  understand what synthetic phonics are  have an overview of phonics teaching in school  know how and when phonics is assessed."— Presentation transcript:

1 Thursday 11 th September

2  understand what synthetic phonics are  have an overview of phonics teaching in school  know how and when phonics is assessed through a Y1 phonics check  be clear on how spelling journals support the teaching and learning of phonics  have a greater understanding of the assessment tools used in KS1 and any changes

3 “Schools should: teach phonics systematically as part of the teaching of reading and ensure that pupils’ progress in developing their phonic knowledge and skills is regularly assessed.” (Ofsted)

4  A method of teaching reading  Focussing initially on letter sounds  Building up to blending sounds together to achieve full pronunciation of full words  We follow the Letters and Sounds programme which sets the sounds into progressive Phases  Phase 1 – Phase 5  The new curriculum has more of a focus on grammar and punctuation

5 s a t p i n m d o g c k e u r h b f l w j v x y z ck ff ll ss zz ch sh th ai ee igh oa oo ar or ur ow oi ear air ure er

6  Initial and end blends (adjacent consonants) for example nk, sk, lp or bl  ay aw au ea ew ew ey ie ir oe ou oy ph ue ue wh a-e e-e i-e o-e u-e u-e ay aw au ea ew ew ey ie ir oe ou oy ph

7  Phonics is taught daily for a minimum of 20 minutes  Children are grouped across KS1 according to the phase in which they are working within  Children use the same equipment consistently each lesson  Each lesson follows the same format

8 Revisit and review Teach Practise Apply

9  When children are secure in Phase 5 they move on to Support For Spelling which continues into KS2  Within Support for Spelling there is more of an emphasis on using the spellings within a written context.  This extends to learning the rules of spelling such as adding suffixes and prefixes e.g. adding –ing or un-.

10  Children are assessed on a half termly basis which allows for movement between groups  Children are judged to be secure at a Phase once they know most of the phonemes associated with that Phase most of the time and can apply the skills of blending and segmenting using an appropriate range of grapheme-phoneme correspondences  Phonics Check – WC 15 th June 2015  Importance of blending

11  Linked to Letters and Sounds and graphemes learnt throughout that week  Set on a Friday and handed in on Tuesday  A range of activities will be set including recording examples of words containing specific graphemes or learning the spellings of words  NO TEST will take place each week, however journals will be closely monitored  Lists of graphemes will be included on the back cover for your reference.  Cursive handwriting

12  Weekly differentiated tests  Ranging from number bonds to word problems  All questions can be read to the children  Throughout the year the children will progress from Red-Yellow- Green  Papers will be sent home weekly for parents to discuss and practice

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15  Topic work is delivered using an Enquiry approach  The children will use the different areas in the classroom to complete a range of challenges including the outdoor environment  Each week the children will be given a range of challenges to complete including adult led  In addition the children will be encouraged to carry out self initiated activities and record their findings

16 Show and record current understanding Generate and select questions Identify the context and audience Find out Use the information Communicate learning to others Evaluate Teacher selects learning theme / focus and provides stimulus / starting point Discuss with the children what they understand / know already Record what they understand on a structural organiser e.g. mind map Give opportunities for children to represent what they know / understand e.g. drawing, painting, writing, construction, role play Ask the children what they would like to find out / learn. Record the questions as a mind map. Support children in selecting / developing the Enquiry Questions Ask children to predict what answers they might find to the questions. List their responses. Explore the context and purpose for learning e.g. Why might it be useful to find this out? Is there a problem we could solve by finding it out? Explore a possible audience e.g. Who might want to / need to know about it? Who might it be useful for? Discuss a possible final outcome Plan the research and fieldwork with the children e.g. How can we find out the answers? Who can we ask? Where can we go? How can we record it? Find out: do the research and fieldwork - first hand observation and investigation plus secondary sources Children use a range of recording tools to collect information Collaborative group work - report back Children use the fieldwork information to demonstrate / present what they have found out and learned e.g. through drawings, constructing models, conducting tests, making graphs, role play Review the learning using original Enquiry Questions Plan a final presentation of learning with the children e.g. How will you show the audience what you have found out? Review the whole process. Ask questions about the learning e.g. What can you do now that you couldn’t do before? What went well? What would you like to do better next time? How could you have done it? Record with each group. An Enquiry Model

17  Teacher Assessment ongoing throughout the year  Use of APP (Assessing Pupil Progress) for Mathematics, Reading and Writing.  Life without levels  Children will be assessed against age related expectations  Progress vs attainment  In addition Year 2 complete SATs (Statutory)

18  Back up Teacher Assessment  Carried out in May  Children complete in small groups  Results are included within end of year report  Help at home  Changes to assessment next academic year


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