PGCE Lecture

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PGCE Lecture

• Systematic Synthetic Phonics

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Teachers Standards

• PART ONE TEACHING
• A teacher must
• TS3
• Demonstrate good subject and curriculum
• knowledge
• If teaching early reading, demonstrate a clear
  understanding of systematic synthetic phonics

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What is systematic synthetic phonics?

• Synthetic phonics
• Refers to an approach to the teaching of reading
  in which the phonemes (sounds) associated with
  particular graphemes (letters) are pronounced in
  isolation and blended together (synthesised).
• And systematic phonics?
• Phonics instruction is systematic when all the
  major grapheme-phoneme correspondences are taught
  and they are covered in a clearly defined
  sequence. (GPCs)

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Background Context

• Rose Review in the Teaching of Early Reading 2006
• Changes in the statutory requirements of National
  Curriculum and Early Years Foundation Stage to
  reflect new focus on phonics
• Letters and Sounds resources sent to all schools
  2007
• Emphasis on systematic phonics teaching (
  synthetic regarded as best approach)
• Increasing attention on systematic synthetic
  phonics (SSP) as main teaching approach in early
  reading 2010
• Governments decision on a phonics screening
  check for 6 year olds ( pilot 2011 and rolled
  out 2012)
• Change in criteria for phonics programmes 2010
  now includes decodable books
• Match funding available to school buying selected
  resources from official catalogue
• New standards for QTS includes ability to teach
  SSP 2012
• Results of 2012 phonics screening check 58 of
  pupils met the expected standard of phonic
  decoding ability (at least 32 / 40 words pseudo
  words)

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Rose report key recommendations

• The teaching of early reading should be
  contextualised within a broad and rich
• multi-sensory language curriculum, i.e
• Varied opportunities to listen and talk
• Quality reading experiences, i.e. being read to,
  sharing or independently reading from a range of
  reading materials, e.g. poetry, narrative,
  non-fiction.
• A holistic view of learning that makes sensible
  links between subject areas.
• Appropriate use of ICT.

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The role of phonics
Rich language environment
song
drama
stories
Talk
SSP
Print-rich
A range of books
Book talk
rhyme
Reading
writing
media
ICT
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The role of phonics
Rich language environment
song
drama
Print-rich
Talk
A broad and rich language curriculum
stories
A range of books
Book talk
Reading
rhyme
writing
media
ICT
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PGCE Opportunities (2012/2013) 10 steps to
Successful Skills and Understanding of
Systematic Synthetic Phonicsat Middlesex
University

• Visit to Partnership schools to observe phonics
  lessons (October 2012)
• Introductory lecture on the importance of SSP
  (October 2012)
• Receive a SSP portfolio to develop understanding
  and build up skills in teaching phonics and
  track own progress (October 2012)
• Present mini teaching sessions on phonemes -
  semester 1
• Self study material available on UniHub
  (throughout the year)
• School experience includes requirements to
  observe and teach phonics (SBT1 and SBT2)
• Receive feedback from mentor or classteacher or
  link tutor on teaching phonics on SBTs
• Taught university sessions to include practical
  opportunities to use resources in teaching
  phonics (semester 1)
• Support in planning a phonics lesson and receive
  feedback (semester 1)
• Continuing support with the Universitys
  Wikiphonics in your NQT year

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Student Teachers SSP Portfolio

• Sections on
• Subject knowledge must be secure
• Criteria for selecting phonic programme
• Planning for phonics
• Step by step guidance with the Letters and Sounds
  programme
• Regular progress checks, reflection and setting
  targets via activities and auditing

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Phonological awareness
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Phonic knowledge and skills
Alphabetic code Phonemes are represented by
graphemes
The skill of Blending (synthesising) READING
The skill of Segmenting SPELLING
C a t cat
Cat c a t
Blending and segmenting are reversible processes
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The English language has 44 phonemesand 26
letters

• A phoneme can be represented by one or more
  letters. E.g. t kn igh
• The same phoneme can be represented (spelt) in
  more than one way. E.g. rain may lake
• The same grapheme may represent more than one
  phoneme .E.g mean /deaf
• or field / tried

THIS IS THE ALPHABETIC CODE
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The four principles of SSP

• Learn grapheme/phoneme (letter/ sound)
  correspondences (the alphabetic code) in a
  clearly defined, incremental sequence (GPC)
• Apply the highly important skill of blending
  (synthesising) phonemes, in order, all through a
  word to read it
• Apply the skills of segmenting words into their
  constituent phonemes to spell
• Blending and segmenting are reversible processes.

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How many phonemes?

• shelf
• dress
• thing
• boat
• eight

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WORD PHONEMES PHONEMES PHONEMES PHONEMES PHONEMES PHONEMES
shelf sh e l f
dress d r e ss
thing th i ng
boat b oa t
eight eigh t
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Phonic TerminologyThese terms can be used with
children

• Phoneme
• Grapheme
• Digraph
• Split digraph
• Trigraph
• Blending
• Segmenting

How many words can you define?