Recommended for - staff working within Year 3, 4, 5 & 6.
Course presenter - Diana Rigg BA(Ed), BEd, CPP(UK), MEd, MSc(SpPath)
Course length - 2.5 hours
Access to course - 90 days
Certificate - Awarded upon completion
Supporting materials - Referenced material available for download
This course includes over 2 hours of video content and over 240 slides you can refer to during the course and download so you can refer to them later.
Each classroom has a range in ability. The course outlines a process which enables teachers to be comfortable with the range in ability, and flexible enough to devise a process that matches student ability.
The first step is assessing the class. A simple time efficient non-standardised spelling test is provided. It identifies the gaps in knowledge and/or the level at which students are currently at.
On the basis of the results (and the range in ability) next a synthetic phonics approach is outlined which aims to deliver significant spelling and phonics skill development.
Follow the links in the detailed course description below for a FREE PREVIEW of Installment 1.
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Installment 1: Screening to establish the range in ability within a middle or upper primary class.
By the conclusion of installment 1 you will:
- Understand the components of high performing primary schools.
- Understand the PLD's junior primary stages 1 and 2 and also the middle and upper primary stages 3 - 6 structured sequence of phonic concepts.
- Know how to administer the Phonic Sight Word Sequence non-standardised spelling placement test to a whole class.
Installment 2: The marking/analysis of the student spelling tests, to establish ability groups and to focus your teaching.
By the conclusion of installment 2 you will:
- Understand the guidelines for marking the middle and upper primary spelling tests.
- Understand how to analyse many of the typical junior primary, and middle & upper primary spelling errors.
- Observed the analysis of a 'real class' in which a proportion of the students present as advanced, average and delayed.
- Be able to establish 3-4 targeted teaching ability groups in direct response to the whole class spelling screening.
- Understand how to plan the teaching required directly on the basis of the data collected from the text the 'Phonic Sight Word Sequence'
Installment 3: Quality learning activities drawing upon the class profile.
By the conclusion of installment 3 you will:
- Understand what is synthetic phonics and the international evidence-base supporting its implementation in primary schools.
- Know how to select and present phonic-word lists for the different ability groups
- Be able to apply initial starting activities which are based upon synthetic phonic theory (and thereby focus students on the phonic and phonemic or sound structure of list words.)
Installment 4: Establishing a weekly spelling process in which three groups can be facilitated.
By the conclusion of installment 4 you will:
- Be able to trial in your classroom a suggested lesson format for implementing synthetic phonics in literacy blocks.
- Be able to select from a range of activities with a clear and specific focus (e.g. synthetic phonic activities in which students 'sound-out' and apply the phonic concept or tasks that require the transference of learned phonic concepts into written work.)
Installment 5: Frequently Asked Questions
By the conclusion of installment 5 you will have explored a range of frequently asked questions.
- How many spelling list words are right for the students within your class?
- For your students is it beneficial to present one phonic pattern or a combination?
- Understand how and when do spelling groups get reviewed?
- Understand how sight words (or high frequency words) are integrated with the synthetic phonics process
Installment 6: Using the class profile to expand the process beyond spelling & students who are progressing slowly.
By the conclusion of installment 6 you will:
- Understand the need for targeted teaching and proving repeated practice in the areas of reading, spelling, and writing.
- Be clear on the purpose of decodable reading material for students still operating at a junior primary reading level.
- Know how to administer the Early Reading Profile a non-standardised reading screen to all students operating at a junior primary reading level and who still require phonic-rich decodable reading material.
- Know how to start integrating phonic dictation within the synthetic phonic word study sessions.
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