All you need to teach early reading and spelling in your classroom Jo-Anne Dooner Rachel Tabram Part One: Basic Code
The Synthetic Phonics Toolkit Part One Jo-Anne Dooner Rachel Tabram
Contents www.getreadingright.com © Get Reading Right 2011 1 12 72 92 124 140 154 182 Introduction Lesson Plans Word Lists Games Guided Reading Assessment Copy Masters Technical Vocabulary
Synthetic phonics is an awkward term that has nothing to do with being artificial! The process of reading with synthetic phonics involves breaking words into separate phonemes that can be blended together to read a word. On the other hand, the process of spelling requires children to identify all the phonemes in a word and then to use their knowledge of the alphabetic code to write it. At a glance, synthetic phonics teaches children: 9 That spoken and written words are composed of phonemes 9 How to pronounce all 44 phonemes and how each may be represented 9 To blend phonemes together to read a word 9 To segment words into phonemes to spell 9 To use their phonic knowledge as the primary approach to reading and spelling unknown words Part One of The Synthetic Phonics Toolkit teaches children: 9 The first 31 phonemes of the basic code and how they can be represented 9 To blend phonemes all through a word 9 To segment words into phonemes to spell unknown words 9 To respond to letters and pronounce phonemes quickly and automatically 9 That reading and spelling are reversible processes 9 To read and spell simple words from the very first week 9 To read and spell irregular, high frequency words 9 To work independently and in groups during guided reading www.getreadingright.com © Get Reading Right 2011 1 Introduction
1. These are the target phoneme-grapheme correspondences you are explicitly teaching in this lesson. 2. This is your teaching objective, the learning intention in childspeak to share with children and a childspeak success criteria. 3. This box tells you what you need to teach this lesson. It is meant as a quick reference to check you have all the resources you need. Remember some of these can be substituted if required. 4. Tuning in is the part of the lesson where you review previous lessons and introduce this new lesson. It should be well paced. 5. Learn with me is the part of the lesson where you explicitly teach children the learning objective for the lesson. 6. Your turn is the part of the lesson where children practise and apply what has been taught. 7. Back together is the part of the lesson where children demonstrate what they have learned. This is also where you can deal with any misconceptions that children may have. 8. This is the space to keep a record of those children having difficulty. Use this information to seat children and to form guided reading groups. 9. These ideas for support are intended for an TA or parent helper. They are just ideas. What is important is that you provide some targeted extra support for those children. www.getreadingright.com © Get Reading Right 2011 3 Structure of Lessons Target phonemes — s m c t g p a o Lesson 1 of 10 Date: Teacher: What I’m teaching: • Explore and experiment with phonemes, words and text. • Link phonemes to letters. What we’re learning: We are learning to match some phonemes and letters together to help us read and spell words. How did we do? I will be able to recognise and pronounce at least four phonemes. What I need: • Teacher’s board with magnetic letters s m c t g p a o arranged in a line. • Individual Fly Swatter sheet - 1 per child. • Thumbs up? Thumbs down? (Page 114) game rules Getting ready: Seat children on the carpet facing the teacher’s board. Seat any children requiring support at the front. Have the TA at the back ready to support as required. Record of children requiring extra support. Tuning in Display and share childspeak learning intention and success criteria with the class. Learn with me Display the teacher’s whiteboard with magnetic letters. Select the letter ‘S’. Slide it to the middle of the board; as the letter is moved pronounce the phoneme /s/. Have children repeat the phoneme after you. Check for correct pronunciation with the whole class. Select individual children to pronounce phonemes to ensure understanding. Repeat for each of the target phonemes. Your turn Give each child an individual Fly Swatter sheet with the target phonemes written on the flies. Slide the letter ‘S’ to the middle of your whiteboard; ask children to look at the letter and say the phoneme. Then ask children to locate phoneme on the sheet; point to it and say the phoneme. Repeat for the remaining phonemes. To extend this activity, more able children could work with the TA. The adult says the sound rather than showing it on the magnetic board. Children then locate correct phoneme independently. Back together Review the childspeak target and success criteria. Play Thumbs up? Thumbs down? using phonemes rather than words. In the box below record the names of any children who cannot recognise at least four phonemes. Ideas for extra support. Ask TA/parent to repeat main lesson with children identified as requiring extra support. Ensure that the phonemes are pronounced correctly by the adult. 1 2 3 4 5 6 7 8 9
www.getreadingright.com © Get Reading Right 2011 Target phonemes — s m c t g p a o Lesson 1 of 10 Date: Teacher: What I’m teaching: • Explore and experiment with phonemes, words and text • Link phonemes to letters What we’re learning: • We are learning to match some phonemes and letters together to help us read and spell words How did we do? • We will be able to recognise and pronounce at least four new phonemes What I need: • Teacher’s board with magnetic letters s m c t g p a o arranged in a line • Individual Fly Swatter sheet (pg 167) - one per child • Thumbs Up? Thumbs Down? (pg 116) Getting ready: Seat the children on the carpet facing the teacher’s board. Seat any children requiring support at the front. Have the teaching assistant at the back ready to support as required. Record of children requiring extra support Tuning in Display and share childspeak learning intention and success criteria with the class. Learn with me Display the teacher’s whiteboard with magnetic letters. Select the letter ‘S’. Slide it to the middle of the board; as the letter is moved pronounce the phoneme /s/. Have the children repeat the phoneme after you. Check for correct pronunciation with the whole class. Select individual children to pronounce phonemes to ensure understanding. Repeat for each of the target phonemes. Your turn Give each child an Individual Fly Swatter sheet with the target phonemes written on the flies. Slide the letter ‘S’ to the middle of your whiteboard, ask the children to look at the letter and say the phoneme. Then ask the children to locate the phoneme on the sheet, point to it and say the phoneme. Repeat for the remaining phonemes. To extend this activity, more able children could work with the teaching assistant. The adult says the phoneme rather than showing it on the magnetic board. Children then locate correct phoneme independently. Back together Review the childspeak target and success criteria. Play Thumbs Up? Thumbs Down? using phonemes rather than words. In the box below record the names of any children who cannot recognise at least four of the eight phonemes. 12 Ideas for extra support Ask a teaching assistant/parent to repeat main lesson with those children identified as requiring extra support. Ensure that the phonemes are pronounced correctly by the adult. Unit 1
Tuning in Display and share the childspeak learning intention and success criteria with the class. Remind the children of yesterday’s lesson. Practise pronouncing the target phonemes. Learn with me Display the teacher’s whiteboard with magnetic letters. Repeat procedure from yesterday’s ‘learn with me’ session. Check individual children’s pronunciation of the phonemes. Introduce Caterpillar Jumps with you, initially, calling out the phonemes. Play four or five times giving different children turns at being the ‘jumper’. Your turn Continue to play Caterpillar Jumps but this time allow different children to call out the phonemes to jump to. As the child is jumping, the rest of the class can point to the correct phoneme on yesterday’s Individual Fly Swatter sheet. To extend this, higher ability children can write the phonemes on whiteboards with support from the teaching assistant. Back together Review the childspeak target and success criteria. Pronounce a selection of the target phonemes and ask the children to point to the correct letter on their Fly Swatter sheet or write the phoneme on their whiteboards. Repeat for the remaining target phonemes. Record the names of any children who cannot recognise at least six phonemes. www.getreadingright.com © Get Reading Right 2011 Target phonemes — s m c t g p a o Lesson 2 of 10 Date: Teacher: What I’m teaching: • Explore and experiment with phonemes, words and text • Link phonemes to letters What we’re learning: • We are learning to match some phonemes and letters together to help us read and spell words How did we do? • We will be able to recognise and pronounce at least six phonemes What I need: • Teacher’s board with magnetic letters s m c t g p a o arranged in a line • Whole Class Caterpillar Jumps (pg 175-176) with target phonemes displayed on the body pieces • Individual Fly Swatter sheets (from lesson 1) • Caterpillar Jumps (pg 96) Getting ready: Seat the children on the carpet facing the teacher’s board. Seat those children identified as requiring support in previous lesson near the teaching assistant. Record of children requiring extra support 13 Ideas for extra support Ask a teaching assistant/parent to play Caterpillar Jumps with any children identified as requiring extra support. Unit 1
Tuning in Display and share childspeak learning intention and success criteria with the class. Review the phoneme recognition and pronunciation from yesterday. Learn with me Display the teacher’s whiteboard with magnetic letters. Remind the children how to pronounce each of the phonemes. Use the magnetic letters to make the word ‘cat’. Sound out each phoneme as you move it into position. Demonstrate how to read the whole word by pointing to each letter and sounding it out, then drag your finger along the word as you blend the phonemes together. Repeat for four or five words from Word List 1. Your turn Show the children the Word and Picture Cards and demonstrate how to play Picture Card Reading. The children then play in groups. Back together Remind the children of the learning intention and success criteria. Play Fast Read displaying a selection of words from Word List 1 for the children to read. Make a note of any children who cannot read at least three words. www.getreadingright.com © Get Reading Right 2011 Target phonemes — s m c t g p a o Lesson 3 of 10 Date: Teacher: What I’m teaching: • Explore and experiment with phonemes, words and text • Link phonemes to letters • Read new words using phonics as the primary approach What we’re learning: • We are learning to blend phonemes together to help us read words How did we do? • We will be able to read at least three words What I need: • Teachers magnetic letter board with magnetic letters s m c t g p a o arranged in a line • Word List 1 (pg 72) • Print one set of Word and Picture Cards, back to back, per group • Picture Card Reading (pg 111) • Fast Read (pg 98) Getting ready: Seat the children on the carpet in a horseshoe (pg 7). Record of children requiring extra support 14 Ideas for extra support Ask a teaching assistant/parent to play Picture Card Reading with any children identified as requiring extra support. Unit 1
Tuning in Display and share the childspeak learning intention and success criteria with class. Review the target phonemes. Learn with me Display one of the words from Word List 1. Review with children how to sound out each of the phonemes and then blend them together to read the whole word. Repeat as necessary. Display five words from Word List 1 one-by-one. Do a Fast Read with the class. Ask children to show you thumbs up if they can read all the words. Your turn Select three children to be on your team. Demonstrate how to play Snap. Model appropriate behaviour and strategies to win the game. The children return to tables to play Snap in groups. Ensure that the children read each word before the next card is laid on top of the pile. Back together Review the learning intention and success criteria. Play Trash or Treasure on the teacher’s board. Record names of any children unable to read at least five words. N. B. Trash words count as correct as long as they are sounded out and read properly. www.getreadingright.com © Get Reading Right 2011 Target phonemes — s m c t g p a o Lesson 4 of 10 Date: Teacher: What I’m teaching: • Explore and experiment with phonemes, words and text • Link phonemes to letters • Read new words using phonics as the primary approach What we’re learning: • We are learning to blend phonemes together to help us read words How did we do? • We will be able to read at least five words What I need: • Word List 1 (pg 72) • One set of CVC word Snap Cards per group (pg 165) • Trash or Treasure Word List 1 (pg 80) • Fast Read (pg 98) • Snap (pg 120) • Trash or Treasure (pg 117) Getting ready: Seat the children in a grid (pg 8). Record of children requiring extra support 15 Ideas for extra support Ask a teaching assistant/parent to play Snap with any children identified as requiring extra support. Unit 1
Word List 1 stamp stomp 3 Phoneme Words Extension Words VC/VCC Words 4 Phoneme Words 5 Phoneme Words at am act camp stag stop spam smog spat spot map cat cap gap got tap mat pat pop mop cog tag cot tot top pot sat cop gas sap Sam Pam Tom Mog Pat s m c t g p a o www.getreadingright.com © Get Reading Right 2011 72
www.getreadingright.com © Get Reading Right 2011 92 Picture Card Dictation What does this game do? Reinforces segmenting words into phonemes Reinforces spelling of camera words Encourages children to attempt to write more than one word Set up • Print pictures from Word and Picture Cards on A4 card • Children should have mini-whiteboards and marker pens N.B. This game is best played from units 2-6. How to play 1. Show children a picture card. 2. Ask children what they can see in the picture (for example a picture of a cat and ten socks or a child in a cap). 3. Ask the children to help you compose a caption for the picture. 4. Have the children say the caption together with you a few times and then tell their partner. 5. Ask the children to tell you the first word you should write. 6. Ask the children to write the word on their mini-whiteboards. 7. Write the first word on your whiteboard. Children show you their boards. Remind children that we leave spaces between words. Model writing each word and ‘thinking out loud’ as you write. 8. Continue until you have written a caption to match the picture card. Make it harder, make it easier! For more able groups of children, include more difficult camera words in the captions. If children are ready, introduce sentences and model using a capital letter and a full stop. Make it easier by having an adult present to offer encouragement and to point out the tricky parts of the words. You could also differentiate by limiting the number and difficulty of the words in each caption.
The Get Reading Right teaching programme emphasises the importance of synthetic phonics as the number one approach to teaching word recognition for all children, including those with English as an additional language. High-quality planning, teaching and assessment of phonics learning will substantially reduce the number of children who fall below age-related expectations for reading and spelling. In many cases this focus on quality-first teaching will reduce the need for special needs intervention. It is important that vigorous, continuous assessment of children’s phonic progress is carried out on a daily basis so that you can identify those children that require immediate and sustained additional support to close the gap with their peers. You will notice that the programme gives daily advice on how to assess and support children who are experiencing difficulties. A place to record the names of children requiring extra support can be found in every lesson plan along with ideas for remedial teaching. Supporting those children who are experiencing difficulties There are always a few children who, even with differentiated lessons, will need some extra support. Get Reading Right’s Power Pack has been designed to help you interrupt reading and spelling problems at the first sign of difficulties; it gives you the tools for teaching assistants and parents to give the extra support and homework that will make all the difference. Week-by-week instructions and ready made resources mean parents and teaching assistants can employ the same classroom strategies you use with The Synthetic Phonics Toolkit without any extra costly training, or time from you. Simply photocopy The Power Pack units and you have everything you need to give that extra support! www.getreadingright.com © Get Reading Right 2011 140 Assessment
Grapheme-Phoneme Correspondence Purpose: To assess recognition of grapheme-phoneme correspondences. Resources: Grapheme Cards (pg 142) Group Assessment Sheet (pg 144) or individual Response Sheet (pg 143) Procedure: 1. Display each card in order and ask the child to respond to the letter with a phoneme. Say something like “I’m going to show you a card with some letters on it. Can you put your finger on the first letter and tell me what phoneme it represents?” 2. For each grapheme the child can recognise, record by ticking the box on the response sheet. www.getreadingright.com © Get Reading Right 2011 141 Assessment Tasks
At first the specialist terminology of synthetic phonics can be daunting but don’t worry it will soon become first-hand. As in other areas of learning, using the terminology is a big step towards understanding the whole process. This is why the technical terms are taught explicitly to the children, who will soon pick them up and use them confidently. Automaticity Phonic knowledge is only the first step toward reading. If reading is to become fluent then children need to recognise words quickly and automatically. In order to gain meaning from a text, children must read it fluently. That is why Get Reading Right encourages games like Fast Read. Blending Blending is the process of synthesising words or syllables from their constituent phonemes in the correct order to read whole words. Camera words Also called ‘tricky’ or ‘irregular, high-frequency words’. These are words which children may find difficult to read and spell when their phonic knowledge and skills are not yet learned. These are words which cannot yet be easily decoded. The child must look at the word and see if he/she knows any of the phonemes and then go on to remember the tricky, irregular part. Each level of the Get Reading Right Practice Books has a camera book to teach these words. Decoding The process of decoding a word has two stages. Firstly the individual grapheme-phoneme correspondence is recognised and then the phonemes are blended or synthesised into the word as it is read. Reading (blending) and spelling (segmenting) are reversible processes that are taught simultaneously in synthetic phonics. Digraph A digraph is a two-letter grapheme that makes one phoneme. For example /sh/ makes one phoneme in ‘ shop’ and the vowel digraph /oa/ makes one phoneme in ‘boat’. www.getreadingright.com © Get Reading Right 2011 182 Technical Vocabulary
All you need to teach early reading and spelling in your classroom Jo-Anne Dooner Rachel Tabram Part Two: Advanced Code
Contents www.getreadingright.com © Get Reading Right 2011 1 16 86 106 144 162 176 224 Introduction Lesson Plans Word Lists Games Guided Reading Assessment Copy Masters Technical Vocabulary
www.getreadingright.com © Get Reading Right 2011 Target — VCC CCVC CVCC words Lesson 1 of 10 Date: Teacher: What I’m teaching: • Explore and experiment with phonemes, words and text • Link phonemes to letters • Use phonic knowledge to read 3 and 4 phoneme words What we’re learning: • We are learning to match some phonemes and letters together to help us read harder words How did we do? • We can read at least 2 four phoneme words What I need: • Word List 1 (pg 86) • Print and enlarge unit 1 Word Puzzles • Penguin (pg 209) with unit 1 words inserted • Star (pg 201) with unit 1 words inserted • Word Puzzles (pg 132) • Penguin Pops (pg 127) • Star Catcher (pg 130) Getting ready: Seat children in a grid facing the board. Record of children requiring extra support 16 Ideas for extra support Ask teaching assistant / parent to play Word Puzzles with those children identified as requiring extra support. Unit 1 Tuning in Review how to blend phonemes together to read words. Explain to children that not all words have three phonemes like /c/ /a/ /t/. Some words have more than three phonemes so they’ll have to concentrate harder to read these words. Display and share the childspeak learning intention and success criteria with the class. Learn with me Display an enlarged Word Puzzle on the board for the word ‘ milk ’. Ask children to show on their fingers how many sounds are in the word ‘ milk ’. Complete Word Puzzles for at least 5 different words. As CVCC and CCVC words are more difficult to read and spell than simple CVC words emphasise the stretching of the word as you say it. Your turn As a whole class children play Penguin Pops. For this unit use words from Word List 1 on each penguin rather than just phonemes. Back together Play Star Catcher using words from Word List 1. Record the names of any children who are unable to read at least 2 four phoneme words.
www.getreadingright.com © Get Reading Right 2011 Target — VCC CCVC CVCC words Lesson 2 of 10 Date: Teacher: What I’m teaching: • Explore and experiment with phonemes, words and text • Link phonemes to letters • Use phonic knowledge to read 3 and 4 phoneme words What we’re learning: • We are learning to match some phonemes and letters together to help us read harder words How did we do? • We can read at least 4 four phoneme words What I need: • Word List 1 (pg 86) • Unit 1 Fill in the Blank Sentences (pg 104) • Fill in the Blank copy master (pg 198) • Fast Read (pg 110) • Fill in the Blank (pg 107) • Thumbs Up? Thumbs Down? (pg 120) Getting ready: Seat children in a grid facing the board. Use the In and Out Differentiation (pg 12) for those children needing extension. Record of children requiring extra support 17 Ideas for extra support Ask teaching assistant / parent to play Fill in the Blank with those children identified as requiring extra support. Unit 1 Tuning in Review how to blend phonemes together to read words. Display and share the childspeak learning intention and success criteria with the class. Learn with me Conduct a Fast Read. When children are reading words automatically conduct a Fast Read with sentences. Include previously learned camera words. Your turn Using the Fill in the Blank sentences, create a differentiated worksheet for children to complete. You could make a more ‘permanent’ Fill in the Blank game by laminating the sentence strip and then have individual cards to place over the blank. Back together Play Thumbs Up? Thumbs Down? with the whole class. Write words from Word List 1 on the teacher’s whiteboard. Record the names of any children who are unable to read at least 4 four phoneme words.
www.getreadingright.com © Get Reading Right 2011 Target — VCC CCVC CVCC words Lesson 3 of 10 Date: Teacher: What I’m teaching: • Explore and experiment with phonemes, words and text • Link phonemes to letters • Use phonic knowledge to read 3 and 4 phoneme words What we’re learning: • We are learning to match some phonemes and letters together to help us read and spell harder words How did we do? • We can read at least 6 four phoneme words What I need: • Word List 1 (pg 86) • Unit 1 Fill in the Blank Sentences (pg 104) • One Fab or Fake Word List 1 (pg 93) per pair • Fill in the Blank (pg 107) • Fab or Fake? (pg 131) • Fast Read (pg 110) Getting ready: Seat children in a grid facing the board. Record of children requiring extra support 18 Ideas for extra support Ask teaching assistant / parent to play Fab or Fake with those children requiring extra support. Unit 1 Tuning in Display and share childspeak learning intention and success criteria with class. Learn with me Display first Fill in the Blank sentence on the board. Play Fill in the Blank with the whole class. Repeat with all the sentences from the unit 1 Fill in the Blank Sentences List. Your turn In pairs children play Fab or Fake. Back together Complete a Fast Read with the whole class. Record the names in the box below of any children who are unable to read at least 6 four phoneme words.
Easy Words More Complex Words VCC/CCVC/CVCC words Word List 1 help stop pink end dress lost stuff snap bliss skunk swim clap gift next soft cliff drum stuck stock bluff spot flag plug ant cross hand drop bless crack cold black desk plum frog slug drip block fluff smell elf lamp best grab elk twin stack quilt jump snip and stick belt shift shelf pond just grip grub must glad quest ink ash www.getreadingright.com © Get Reading Right 2011 86 drift shrink stomp grasp cramp crisp spend scamp thank tenth think cloth throb thing pinch lunch chimp crunch punch tramp sprig shrunk thrust cherub stump liquid bring blank plank drinks blink whisk which when zig-zag cabin limit left drink bland swing cling string singing spring strong quacks quilts exit exam slush flash splash shift brush smash flesh blush shelf crash shunt
Camera Word Bingo www.getreadingright.com © Get Reading Right 2011 108 What does this game do? Reinforces the automatic reading of camera words Set up • Print Camera Word Cards from the Resource CD • Give each child a blank Camera Word Bingo Board (pg 197) How to play 1. Ask children to copy a selection of camera words into the spaces on their Bingo Boards. Each child should be writing different words into the spaces, so each child’s sheet will be unique. 2. Shuffle your deck of Camera Word Cards and call out one word at a time. 3. Children then cover each word that has been called out with a counter or button. As they do so, be sure to have them read the word by sounding out the parts of the word that can be decoded. 4. The first child with a row covered calls out, “Bingo!” Make it harder, make it easier! Make the game harder by asking children to complete an entire board before shouting “Bingo!” Make this game easier by having children sit in pairs or small groups with the teaching assistant.
Guided Reading with the advanced code Now that your children are learning to decode words containing more difficult graphemephoneme representations you need to introduce them to books that have more than just a word on each page. Children are ready to read phrases and sentences that contain the target grapheme-phoneme representations and camera words. The Get Reading Right Practice Books do just this, and have been carefully written to support the Toolkit lessons. The sentences are graded so that children enjoy early success and then move to more challenging four and five word sentences. Automaticity and fluency The ultimate goal of teaching phonics is for children to become automatic decoders and fluent readers. When you have read each of the sentences in the books a number of times during guided reading sessions: you should encourage children to read with expression to their friends. Fluency comes from repeated oral reading of sentences while being coached by you. Model reading the sentences to children and then have them practise and show you how well they can read. Reading with expression Model to children how you read each of the longer sentences. Think about how successful readers do this; they do some of the following: 9 Rehearse in their mind first to try it out 9 Change the pitch and vary the tone 9 Think how the punctuation gives clues to expression 9 Use a voice like a character 9 Select key words to indicate how the sentence should be read Comprehension The Get Reading Right Practice Books contain graded phrases and sentences which are highly controlled. The books are not written to be stories or complete texts. They have been written so that children experience success and feel that they are able to read and gain meaning from more than single words. They know they are reading because there are no pictures! The main purpose of reading the Practice Books is to apply and practice phonic skills by reading a real book that can be held in little hands! Just because there is no story, doesn’t mean that you can’t ask simple comprehension questions. By simple, we don’t mean just literal comprehension questions. There is no reason why you can’t ask questions that require children to use their background knowledge or even to create visual images from the sentences. www.getreadingright.com © Get Reading Right 2011 144 Guided Reading with the Advanced Code
Unit 1 Week 1 Teacher: Class: Differentiated Independent Activities Monday Tuesday Wednesday Thursday Friday Group 1 2 3 4 5 Guided Reading Frog Switcheroo Paired Reading Guided Reading with TA Swing Yappers Yappers Guided Reading Frog Swichteroo Paired Reading Guided Reading with TA Swing Guided Reading with TA Swing Yappers Guided Reading Frog Switcheroo Paired Reading Paired Reading Guided Reading with TA Swing Yappers Guided Reading Frog Switcheroo Switcheroo Paired Reading Guided Reading with TA Swing Yappers Guided Reading Frog www.getreadingright.com © Get Reading Right 2011 148
Rachel Tabram All you need to teach early reading and spelling in your classroom Jo-Anne Dooner Part Three: Complete the Code
Contents www.getreadingright.com © Get Reading Right 2011 1 18 90 114 140 160 182 226 Introduction Lesson Plans Word Lists Games Guided Reading Assessment Copy Masters Technical Vocabulary
Knowing all the different ways to represent phonemes is the first step to reading and spelling more complex words. This is why you should teach phonics lessons every day so that reading becomes automatic and increasingly fluent. It is just as important for children to apply this new knowledge; that’s why Get Reading Right is so committed to guided reading and having children experience success by reading their very first words and sentences in real books. The Get Reading Right Practice Books have been designed to help children practise their new skills by reading fully decodable sentences with no picture support. Other reading objectives such as fluency, reading with expression and simple comprehension can also be taught in guided reading sessions using these Practice Books. For more details about exactly how to do this, go to the guided reading section in this book. What is a little more challenging, is to teach children how to choose the correct spelling when faced with a choice of letter(s) that represent the same phoneme, e.g. to spell the word ‘ dolphin’ correctly rather than ‘ dolffin’ or ‘ dolfin’. That’s why we have tried to support you with detailed lesson plans and rules for the games that we have found work well when teaching children how to make spelling choices. Children also need plenty of fun, multi-sensory activities so that they can practise their new reading and spelling skills; so do play as many of the Get Reading Right games as you can. We have designed some of our games to reinforce children’s knowledge of the many graphemephoneme representations and some to train visual memory. Games like Looking Good and Switcheroo are excellent ways to train children to look at words and ask themselves if the word ‘looks right’. After all, the words - dolphin, dolffin and dolfin can all be decoded or sounded out to make the word ‘ dolphin’’, but the English speaking world has all agreed on only one spelling…’ dolphin’ . When a child tries to spell a new word, it is important to check whether the attempt is phonetically plausible. If it is, but is spelled incorrectly, ask the child if there is another way to spell the word. Ask the child to continue to try different representations until one “looks right”. It is important that children are encouraged and feel able to ‘have a go’ at all stages of spelling development. We think you should just ‘jump in’ and give teaching the alternative spellings a try by following the lessons and games from the Toolkit. We have taught these lessons for many years so we feel confident that your class will enjoy the thrill of learning to read and spell. We are also certain that you will experience the satisfaction of a job well done too! www.getreadingright.com © Get Reading Right 2011 4 Part Three - Complete the Code
www.getreadingright.com © Get Reading Right 2011 Target representations - r rr wr Lesson 1 of 5 Date: Teacher: What I’m teaching: • Know the most common ways the phoneme /r/ can be represented • Respond to a grapheme quickly and automatically What we’re learning: • We are learning to match some phonemes and letters together to help us read harder words How did we do? • We can recognise graphemes quickly and say the phoneme to match What I need: • Unit 1 Grapheme Cards alongside Basic and Advanced Grapheme Cards from Resource CD • Enlarged Piggy Bank Record Sheet (pg 201) • One set of enlarged Piggy Bank Coins (pg 202) with target and revision graphemes inserted • Piggy Bank (pg 139) Getting ready: Seat children in a grid facing the board. Use the In and Out Differentiation (pg 13) for those children needing to learn extension grapheme-phoneme correspondences. Record of children requiring extra support 18 Ideas for extra support Give the teaching assistant/parent flashcards with the target graphemes inserted. The cards should be placed face-down on the table. The children take turns to turn over the cards and pronounce the phoneme. If they pronounce the phoneme correctly they get a counter. The child with the most counters wins. Unit 1 Tuning in Display the learning intention and success criteria. Display enlarged target Grapheme Cards on the board. Learn with me Display Grapheme Cards on the board. Point to each grapheme and ask the children to say the phoneme aloud. Check the children are pronouncing the phonemes correctly. Point to the grapheme r and remind children that this is a grapheme they should already know well. Introduce the other grapheme representations one at a time. Repeat activity again, pointing to each grapheme and encouraging the children to say the phoneme /r/. Your turn Place the piggy bank on the board. Display all the coins on the board. Review how to pronounce each phoneme. Play Piggy Bank with the whole class. Encourage the children to collect /r/ coins as much as possible. Back together Display target and revision Grapheme Cards. Point to each grapheme in turn. Ask the children to put their thumbs up if it is a way of representing the /r/ phoneme or thumbs down if it represents a different phoneme. Record the names in the box below of any children who are unable to recognise all the three /r/ representations.
www.getreadingright.com © Get Reading Right 2011 Target representations - r rr wr Lesson 2 of 5 Date: Teacher: What I’m teaching: • Know the most common ways the phoneme /r/ can be represented • Respond to a grapheme quickly and automatically • Read simple words by sounding out and blending the phonemes all through the word from left to right What we’re learning: • We are learning to match some phonemes and letters together to help us read harder words How did we do? • We can read at least ten new words quickly and automatically What I need: • Word List 1 (pg 90) • Unit 1 Switcheroo Cards • One Boil and Bubble Record Sheet (pg 194 ) per child • Switcheroo (pg 130) • Boil and Bubble (pg 134) Getting ready: Seat children in a grid facing the board. Use the In and Out Differentiation (pg 13) for those children needing to learn extension grapheme-phoneme correspondences. Record of children requiring extra support 19 Ideas for extra support Give the teaching assistant/parent flashcards with target words inserted. The cards should be placed face-down on the table. The children take turns to turn over the cards and read the words. If they read the word they get a counter. The child with the most counters wins. Unit 1 Tuning in Review the three /r/ grapheme-phoneme representations. Practise blending phonemes together to read common words. Display and share the childspeak learning intention and success criteria with the class. Learn with me Write some words from Word List 1 on the board. Demonstrate how to pronounce each phoneme and then blend them together to read each word. Tell children that this is the strategy they will use to read any new or unfamiliar words. Your turn Have children sit in ability groups. Play Switcheroo! Encourage children to challenge each other on the meanings of words to improve vocabulary. Back together Hand out some word cards. Play Boil and Bubble. Record the names in the box below of any children who are unable to read at least six, four phoneme words.
www.getreadingright.com © Get Reading Right 2011 Target representations - r rr wr Lesson 3 of 5 Date: Teacher: What I’m teaching: • Know the most common ways the phoneme /r/ can be represented • Read simple words by sounding out and blending the phonemes all through the word from left to right • Read sentences with increasing accuracy and fluency What we’re learning: • We are learning to read sentences fluently How did we do? • We can read at least six sentences quickly and easily What I need: • Print unit 1 Sentence and Picture Cards from Resource CD • Enter the Castle (pg 118) • Fast Read (pg 119) Getting ready: Seat children in a horseshoe facing the board. Record of children requiring extra support 20 Ideas for extra support Ask the teaching assistant/parent to play Trick or Treat with those children requiring extra support. Unit 1 Tuning in Display and share childspeak learning intention and success criteria with class. Learn with me Model how you read sentences fluently. You may do this by reading some sentences from the Sentence and Picture Cards. Remind children that the idea is to read the sentences again and again so that they become fluent. Model intonation and expression - some ideas can be found on page 140. Your turn Play Enter the Castle. Remind children that they are to read their sentence fluently if they wish to enter the castle gates. Back together Complete Fast Read with the whole class. Record the names in the box below of any children who are unable to read at least six sentences fluently.
© Get Reading Right 2011 90 Word Lists Unit 1 - r rr wr Unit 2 - oi oy Target Representations oi oy oil boy oilcan toy boil joy coil soy coin coy join employ soil destroy foil annoy point enjoy boiling royal spoil soya spoilt royalty toil annoying toilet joyful loin ploy groin loyal void decoy joint alloy avoid envoy moist toyshop poison boycott appointment oyster hoist pointing avoiding pointless doily appoint Extension Representations uoy buoy www.getreadingright.com Target Representations r rr wr run lorry wrap red hurry wrist ram carry wrong rag ferry wrung rat merry wreck rib berry write robot marry writer rind cherry wrote ride carrot wrench road hurrying wren rain carrying writing ring marrying wrapping rent wrangle racket wriggle rocket wristband ripe wry tree playwright rugby ribbon roast read rusty rung robin reach radio rubbish risky robbing Extension Representations rh rhino rhubarb rhyme rhombus
www.getreadingright.com © Get Reading Right 2011 114 Silly Stories What does this game do? Reinforces segmenting words into phonemes Reinforces spelling of camera words Encourages children to attempt to write with more confidence Set up • Print Picture Cards from Sentence and Picture Cards on Resource CD • Children should have a copy of Silly Stories Sheet (pg 197) How to play 1. Show children a picture card. 2. Ask children what they can see in the picture (for example, a picture of a rabbit riding in a rocket). 3. Ask the children to help you describe what is in the picture. 4. Ask the children to think of a sentence for the picture. 5. Ask the children to write their sentence in the first box. 6. Children should then pass their sheet to another child. 7. Show children the second picture card and repeat steps 1-6. 8. When all five boxes have a sentence then ask the last child to read the Silly Story. Make it harder, make it easier! For more able groups of children, ask them to write more than one sentence. You may also introduce some story elements like, once upon a time and, after that... Make it easier by having an adult present to offer encouragement and to model the target representations. You could also have children work in mixed ability pairs.
www.getreadingright.com © Get Reading Right 2011 163 Name: _________________________ Date: ______________ Target: I know how to match phonemes to graphemes. w r e n r e d f e r r y w r i s t Example 1 2 3 4 5 6 7 8 b o i l b o y p h o n e f i g o f f c o w l o u d c e n t p e n c e s a t t e n s e d r e s s p u t b o o k w o u l d c a r p a s t g i r l h e r p e a r l f u r w o r d
Part One Basic Code Jo-Anne Dooner Synthetic Phonics Home Learning Activities and Worksheets
Introduction 1 How to Use this Book 5 Getting Started Resources - Teachers 7 Getting Started Resources - Parents 12 Unit 1 29 Unit 2 39 Unit 3 49 Unit 4 59 Unit 5 69 Unit 6 79 Contents www.getreadingright.com © Get Reading Right 2011
What are ‘camera’ words? Your child is learning to read and spell using a synthetic phonics approach. This approach teaches children to read and spell using their knowledge of phonemes. Not all words that children will need at this stage in their learning can be decoded easily. This means that some irregular, high frequency words (sometimes called ‘tricky’ words) need to be learned a little differently at first. We call these camera words. These camera words have been selected because they occur frequently in children’s vocabulary but are not easily decoded at this stage in your child’s reading development. The best way to learn these words is by lots of exposure along with some explicit teaching. The teachers at your child’s school will be explicitly teaching children to: 1. Look at the word. 2. Identify if there are any known phoneme-letter representations. 3. Look at the tricky (irregular) bit. 4. Take a mental photo to remember the word. You can help your child at home by being supportive of the school phonics programme and knowing some fun ways to support your child’s learning. Learning Camera Words 14 www.getreadingright.com © Get Reading Right 2011
Learning Camera Words 1. Write camera words onto any chalkboards or surfaces at home that can be seen. 2. Place magnetic letters (lower case only) on the fridge and spell out the camera words. 3. Put camera words on cupboard doors or the top of the bathroom mirror where they will be seen every day. 1. Keep a pack of photo cards in the car 2. Ask your child to read them to you in funny voices. 3. Ask your child to use them in sentences. 1. Any plastic bath toy can be used to teach camera words. Write the words on little rubber ducks, line them up along the bath and read them. 2. Write camera words on little plastic balls and ask your child to go bobbing for them in the bubbles. 3. Lather up an arm or leg with soap and write camera words onto the skin. In the car In the bath 1. If you have a deck of photo cards, you can play many childhood favourites like ‘Go Fish’ and ‘Memory’. You can find some game rules at www.getreadingright.com.au. 2. Lay out the photo cards and play ‘I Spy’. 1. Use mini-whiteboards to practise spelling words. These can be made to look ‘yukky’ by writing BIG, tiny, furry, or spiky letters. These boards make children more confident because mistakes are not seen as permanent as written on paper. 2. Put flour in a baking tray and practise writing the words. This also works well with soapy bubbles in a baking dish. 3. Make cookies that have the camera words etched in using a toothpick. You can also pipe words using chocolate icing onto cupcakes and cookies. 4. Fill a yoghurt pot with water. Give your child different sized paintbrushes and go outside and write ‘water words’ on the walls, driveway, playground or anywhere where the water will dry off easily. 5. Use face paint to write words onto arms, legs and face. Games At home Sticky, yukky and yummy! www.getreadingright.com © Get Reading Right 2011 15
Unit 1 Camera Words I the was to are she 16 www.getreadingright.com © Get Reading Right 2011
1. Keep a pack of cards with letters on them in the car. 2. Laminate the cards and slip a metal key ring through the corner. This keeps each set together and stops them from getting lost under the seat! 3. Ask your child to flip through the cards and say a phoneme for each letter. 4. Ask your child to spot the letters along the trip. See if the word contains the target phoneme. 5. Ask your child if he / she can think of words that contain each phoneme. 6. Play ‘I Spy!’, for example ‘I spy with my little eye a word that has /s/ in it.’ In the car 1. Any plastic bath toy can be used to teach phonemes. Write letters using permanent marker pen onto rubber ducks and ask your child to say the phoneme as you line them up along the bath. 2. Write letters onto plastic balls. Ask your child to search for them under the bubbles. If your child says the correct phoneme for each letter, he / she can then toss the ball out of the bath into a plastic salad bowl for double points! In the bath 1. Make up two decks of cards. With these decks you can play lots of favourite card games like ‘Go Fish’ and ‘Snap!’. 2. Get a cheap set of plastic skittles. Place a letter card on each skittle with a piece of adhesive. Ask your child to say a phoneme and then try to bowl it over! 3. Get a hold of some scrabble tiles. Put them in a little draw string bag. Take turns to pull out a tile and pronounce the phoneme. Games Learning Phonemes 1. Place lower case magnetic letters on the fridge and move them onto the freezer section when they are known. 2. Try to spot phonemes on packages and containers. Ask your child to say the phoneme as you point to each letter on the cereal box. At home 1. Draw a letter to represent each phoneme on large sheets of paper, then search through magazines to find words that contain target phonemes. Glue them onto or around the large letters. 2. Cook delicious soup and throw in some alphabet noodles. Try separating them on the spoon and say a phoneme to match each noodle. 3. Make cookies or cupcakes and decorate them with letters. 4. Purchase some glitter pens and write rainbow letters. Have your child trace around a letter you have drawn until it looks like a shiny rainbow! 5. Make up a batch of homemade play dough and create letter works of art! 6. Use face paint to write letters and words onto arms and legs. Sticky, yukky and yummy! 22 www.getreadingright.com © Get Reading Right 2011
Spell the word by writing a letter in each box. Cross out each word in the grey box as you write it. spot pot stop tag cat mat sat lamp mop stag INSTRUCTIONS z UNIT 1 36 www.getreadingright.com © Get Reading Right 2011
The Activity Pages Each of the activity sheets has an icon at the top of the page indicating which phonics skill is being practised. EYES Automatic recognition of grapheme-phoneme correspondences. Children should also use the Letter Cards (pg 23-28) to give that extra boost to this type of learning. BOOK Blending phonemes together to read words. PENCIL Segmenting words into phonemes and then spelling / writing them. PHOTO CARD - Read Learning how to read irregular, high frequency words. Children should use the Camera Word Cards (pg 16-21) to reinforce this learning and to play the games and activities suggested on page 15. PHOTO CARD - Spell Learning how to spell irregular, high frequency words. How to Use this Book www.getreadingright.com © Get Reading Right 2011 5
Home Learning Book It is a good idea to give children a large notebook to keep all the home learning in one place. This will provide a place for children to record extra learning that they may have completed. It is recommended that children glue the ‘ideas’ handouts into the front pages of their home learning book so that parents can refer to them to support their child’s learning. The ideas handouts include: XÍ Home Learning Tips for Parents (pg 12) XÍ Learning Camera Words (pg 14-15) XÍ Learning Phonemes (pg 22) Marking Here at Get Reading Right we believe that teachers should spend their precious time planning the learning process, not marking huge quantities of worksheets. That is why we have included a small section about responding to children’s learning in the parent’s letter. We suggest that you create a stamp that tells parents you have sighted the home learning and recorded its completion. In our classrooms we have made stamps that say things like: XÍ You are trying hard to learn your phonemes! XÍ You must be proud of your learning! XÍ This learning is FANTASTIC! How to Use this Book cont. 6 www.getreadingright.com © Get Reading Right 2011
Part Two Advanced Code Jo-Anne Dooner Synthetic Phonics Home Learning Activities and Worksheets
www.getreadingright.com © Get Reading Right 2012 5 The Activity Pages Each of the activity sheets has an icon at the top of the page indicating which phonics skill is being practised. EYES Automatic recognition of grapheme-phoneme correspondences. Children should also use the Letter Cards (pg 23 – 30) to give that extra boost to this type of learning. READ WORDS Blending phonemes together to read words. This activity has children reading single words. FAST READ Reinforces decoding skills and encourages automaticity and reading fluency. READ SENTENCES Blending phonemes together to read words and then reading full sentences. SPELL WORDS Segmenting words into phonemes and then spelling/writing them. This activity has children spelling single words. TRICK OR TREAT Children make the decision as to which spelling representation ‘looks right’ in a word. SPELL SENTENCES Segmenting words into phonemes and then spelling/writing them. This activity then has children spelling words to make full sentences. EXTENSION To differentiate home learning – activities to extend those children who are progressing well. How to Use this Book
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