David Lisgo from the Reading Reform Foundation Message board has very kindly given me permission to post these lovely illustrated sentence cards. I can see them being very popular with my children. Hope you find them useful too.
Sunday, 19 October 2008
Saturday, 18 October 2008
Letters and Sounds phase 2 planning, week 4 for children with SEN
This is for next week so I won't be posting anymore until next weekend. I am giving my group a break from learning new sounds this week. We are just playing lots of games, practising blending, segmenting and getting our grapheme/phoneme correspondances really fast.
Week four planning
Week four planning
Guided reading with beginner readers
I have done guided reading for many years and found it to be very successful. Here is a basic format that I usually follow. I hope it is helpful.
Guided Reading with Beginner readers
Book Introduction
For very young children this part will be the longest. Keep hold of the book and discuss: They will need a lot of help initially to be able to attempt to read independently. This part will get less as they begin to read more.
1. The front cover
2. The title (how many words)
3. Draw round each word with your finger get children to do this
4. Read the title to the children by pointing at each word as you read or ask if any of them can read any of the words.
5. Talk about the picture on the cover, what do they think the book will be about? Relate it to their experience and ask lots of questions.
6. Picture walk – look at each page and discuss. Look at the words and discuss. How many words there are. Are there any words they know? Can they work out any of the words? Look at a word that can be blended easily and ask children for the sounds. Blend them together to read the word.
Strategy Check
1. Focus on phonics.
2. Make sure the children know to blend right through the word to try and work it out.
3. Do not allow guessing of words.
4. Tell the children what you are looking for when they read on their own. For example ‘I am looking to see if you point at each word as you read your book.’ 'I am looking to see if you say the sounds in the word and try to blend them together.’
5. Have a teaching objective, for example Show them how we make the ‘sh’ sound. Can they see this sound in their books? How do we read a word like ‘shop’? Practise together.
Independent reading
1. Children to read the book themselves, prompt, encourage and assist as necessary.
2. Make sure you focus on just one or two children during this part of the session and make notes about them.
3. Make notes on any problems that children may have, this will give you an idea for further teaching.
Return to text
1. Pick a teaching point. Did a child struggle on something in the book, was there a sound he/she didn’t know? If so then teach this to the group.
2. Discuss the story! Ask questions. Did they enjoy it? Which was their favourite part? Ask questions about how the characters would feel in that situation. Relate the book to their experience. Have they ever done that? What was it like?
Follow on activity
Is there something the children could do to expand their understanding of the book? Or to help their phonic knowledge?
Guided Reading with Beginner readers
Book Introduction
For very young children this part will be the longest. Keep hold of the book and discuss: They will need a lot of help initially to be able to attempt to read independently. This part will get less as they begin to read more.
1. The front cover
2. The title (how many words)
3. Draw round each word with your finger get children to do this
4. Read the title to the children by pointing at each word as you read or ask if any of them can read any of the words.
5. Talk about the picture on the cover, what do they think the book will be about? Relate it to their experience and ask lots of questions.
6. Picture walk – look at each page and discuss. Look at the words and discuss. How many words there are. Are there any words they know? Can they work out any of the words? Look at a word that can be blended easily and ask children for the sounds. Blend them together to read the word.
Strategy Check
1. Focus on phonics.
2. Make sure the children know to blend right through the word to try and work it out.
3. Do not allow guessing of words.
4. Tell the children what you are looking for when they read on their own. For example ‘I am looking to see if you point at each word as you read your book.’ 'I am looking to see if you say the sounds in the word and try to blend them together.’
5. Have a teaching objective, for example Show them how we make the ‘sh’ sound. Can they see this sound in their books? How do we read a word like ‘shop’? Practise together.
Independent reading
1. Children to read the book themselves, prompt, encourage and assist as necessary.
2. Make sure you focus on just one or two children during this part of the session and make notes about them.
3. Make notes on any problems that children may have, this will give you an idea for further teaching.
Return to text
1. Pick a teaching point. Did a child struggle on something in the book, was there a sound he/she didn’t know? If so then teach this to the group.
2. Discuss the story! Ask questions. Did they enjoy it? Which was their favourite part? Ask questions about how the characters would feel in that situation. Relate the book to their experience. Have they ever done that? What was it like?
Follow on activity
Is there something the children could do to expand their understanding of the book? Or to help their phonic knowledge?
Letters and Sounds planning, phase 2, week 3 for children with SEN
Here is the 3rd weeks planning. I am now teaching only 2 letters per week and for next week I will not be teaching anymore letters. My group are pretty good now at the sounds I have taught but need lots and lots of practise with blending and segmenting. I have one star blender in the group and one child who nearly gets it but gets the end sound wrong. The rest can just about hear a blend when I say the sounds. As for segmenting some of the group are still struggling to hear initial sounds. I have 2 in the group who can now segment a cvc word. I am trying to cater for all these children in these plans. I hope they may give you some ideas of how you can teach phonics to small groups.
Week three planning
Week three planning
Letters and Sounds planning, phase 2, week 2 for children with SEN
Here is week 2. It is important to mention that I won't be teaching tricky words for a while. I need my little group blending and segmenting cvc words and I don't want to confuse them with tricky words. You have to make your own decisions based on the children you teach.
Week Two Planning
I also use this assessment sheet which you may find useful.
Week Two Planning
I also use this assessment sheet which you may find useful.
Forum is down
Just to let all the members of the HLTA forum know that the forum is at present down. I don't know how long for but will keep you posted if I find out. Keep trying it may not be for long.
Debbiex
Debbiex
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