Phonics in Islands


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Islands is a six level Primary series that engages children in 21st century learning. Children uncover clues and solve mysteries as they learn English. A special Synthetic Phonics programme is presented to teach pronunciation and spelling and help develop pupils’ reading and writing.

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Phonics in Islands

  1. 1. PhonicsSynthetic Phonics
  2. 2. Synthetic phonicsChildren are taught tosynthesize (blend)sounds together inorder to read words.
  3. 3. Letter sounds = alphabetic code• decode letters in order to read• encode sounds in order to spellThe rules of the alphabetic code
  4. 4. Analytic vs. Synthetic Phonetic approachesAnalytic phonicsuses a whole-to-part approach– noting that each word begins with thesame soundeg ‘p’ in : put, pig, pet, playSynthetic phonicsuse a part-to-whole approach-to pronounce each letter and then blende.g. /s/-/t/-/o/-/p/ ‘stop’
  5. 5. Developing learner strategiesAnalytic phonicsEncourages educated guesswork to decodewords:Top-down strategies to learning• read the initial letter and guessing the word• look at illustrations• memorize the whole wordSynthetic phonicsDiscourages guesswork:Bottom-up strategies to learning• equal importance is placed on all lettersounds• apply knowledge and principles of thealphabetic code
  6. 6. Developing reading (and spelling) skillsthe teacher can assess and addressaccurately what a learner does not knowthe bottom-up mechanical approach ofsynthetic phonics is the process of learningto readWhich means that…
  7. 7. PhonicsSynthetic PhonicsIslands phonics sequence draws on the UKDepartment for Education and Skills Letters and Sounds sequence (3) andthe Loring sequence (4) The Letters and Sounds program teachesgrapheme-phoneme correspondences (GPCs) in terms of frequencyand usefulness to beginner learners.
  8. 8. a beginner learner of Englishlearns how to decode/a/ and /p/ and /s/ and /t/ toform the word satbut wont know – and itwouldnt be appropriate toteach them – that this is thepast tense of the verb to sit
  9. 9. 1st - Learning letter-sounds forreading (spelling in TBextension)2nd - Blending letter sounds forreading words3rd - Reading words/sentencesin supported reading (visualmeaning)
  10. 10. The initial group of consonantsand vowels, enable children toread and spell many simpleCVC (consonant-vowel-consonant), the sequence begins byteachinga, p, s, t, i, nwhich make up more three-letterwords than any other six lettersof the alphabet.
  11. 11. 4th - Reading words in semi-independent reading (lessvisual support)5th - Spelling through letterrecall (with letter-soundsreview)6th - Applying reading skillsin independent reading (novisual support)
  12. 12. PhonicsSynthetic PhonicsReferences•Rose, J. (2006) Independent Review of the Teaching of Early Reading, Final ReportUK Department for Education and Skills•Langenberg, D. L. et al. Teaching Children to Read: An Evidence-Based Assessmentof the Scientific Research Literature on reading and Its Implications for Reading Instruction•U.S. National Reading Panel•Australian Government Department of Education, Science and Training (2005)•Teaching Reading, Report and Recommendations. National Inquiry into theTeaching of Literacy•UK Department for Education and Skills (2007) Letters and Sounds:Principles and Practice of High Quality Phonics•Masterson, J., Stuart, M., Dixon, M. & Lovejoy, S. (2003) ChildrensPrinted Word Database. Economic and Social Research Council funded Project, R00023406•Loring, H. (1980) Reading Made Easy with Blend Phonics for First GradeU.S. Logan Institute for Educational