Module One: Part 2

c) Systematic Synthetic Phonics programme design

To appreciate that a good systematic synthetic phonics programme should be based on teaching principles in common with leading evidence-based programmes and practices; it should be very supportive of teachers and learners (and learners’ parents and carers); it should include a wealth of new vocabulary and texts to provide opportunities to develop comprehension and spoken language, and to enable the teaching of grammar as appropriate

Module One: Part 2

d) ‘Two-pronged systematic and incidental phonics teaching’ and the role of the Alphabetic Code Chart

To raise awareness of the rationale underpinning resource-design and programme-design, guidance for management of effective teaching and learning in various contexts based on ‘Two-pronged systematic and incidental phonics teaching’ – within designated phonics sessions, within the wider curriculum and in the school and home setting

Programme DesignConsiderations: * evidence-based

* highly practical

• to support teachers and engage learners

• to inform parents and carers fully

• to provide comprehensive resources to support the teaching and learning of reading, spelling and handwriting, vocabulary enrichment, comprehension and RECALLING SPELLING WORD BANKS

Simple and practical methods of teacher management

• Simple resource preparation, use and routines

• Resources with built-in differentiation from the outset: shorter and longer words, different ways of using the resources and supporting the pupils

• Pupils engage with their own materials and learning

(asking themselves whether they know the letter/s-sound correspondences, can they blend/spell the words?)

Create fearless readers, spellers and writers who are ... • interested in words

• relish learning and

• desire accuracy

... whatever their unique capacity to learn

The ETHOS of the teaching is based on being very positive and constantly helpful to achieve full learner-engagement and high self-esteem.

Debbie’s approach: Two-pronged systematicand incidental synthetic phonics teaching

• More flexible, sustained, supportive and effectivethan Systematic Synthetic Phonics teaching alone

• Formalises, enhances and encourages (methods, materials and ethos) the scenario where teachers, parents/carers and learners note the alphabetic code and apply phonics skills beyond the sequence of the systematic programme of work

• Supplements and complements the SSP programme’s content in phonics lessons and beyond the lessons

Why formalise a two-pronged approach?

• Provides extra support for teacher-training,teaching and learning of the alphabetic code and the phonics skills

• Allows for sustained differentiation in all contexts

• Allows for significant and constant quality reinforcement of the code knowledge and skills when this approach is applied well

The role of the Alphabetic Code Chart

1. Provides a shared understanding of the English alphabetic code (letter/s-sound correspondences) from the outset of the phonics programme - established by proper use of various Alphabetic Code Charts

You are teaching a ‘code’ - and how to apply the code for reading (decoding) and spelling/writing (encoding).

The role of the Alphabetic Code Chart

2. Some learners (many) are enabled to self-teach with constant access to a comprehensive alphabetic code visually –and can recall or note additional letter/s-sound correspondences of the code at any time and more readily – soon assimilating the concepts that nearly all of the smallest speech sounds have many spelling alternatives – and that many graphemes can be pronounced differently

The role of the Alphabetic Code Chart

3. Enables effective, sustained, flexible, organised and differentiated teaching for all needs:

young learners, classes of varied learners, learners of English as a new or second language, older learners as a spelling programme, learners requiring phonics intervention, teaching and support in the wider curriculum, support at home

The role of the Alphabetic Code Chart

4. For adult information and training purposes:

Programmes and Practices

Phonics International and Oxford Reading Tree Floppy’s Phonics Sounds and Letters resources and routines are shown to exemplify essential core information and practices.

This will contribute to course participants’ knowledge and capacity to evaluate and compare various phonics programmes, guidance and practices.