No Nonsense Phonics Skills by Debbie Hepplewhite
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Transcript of No Nonsense Phonics Skills by Debbie Hepplewhite
No Nonsense Phonics Skillsfor reading, spelling, handwriting,
and language comprehensionby Debbie Hepplewhite
Starter Kit
The PowerPoint Presentation
• Part One: An introduction to Debbie Hepplewhite, author of the programme, the summaries of research underpinning the programme, and the No Nonsense Phonics Skills resources
• Part Two: Main content of the nine Pupil Books and how theTeacher Books provide additional support for the teacher
• Part Three: More detailed guidance for delivery, monitoring, differentiation and best use of the programme
Part One: An Introduction to Debbie Hepplewhite MBE FRSA
• Previously: primary teacher, headteacher, special needs teacher – currently: teacher-trainer & consultant
• Author of the online Phonics International programme for all ages and contexts (2007)
• Phonics consultant for the Oxford Reading Tree Floppy’s Phonics Sounds and Letters programme (2010)
• Awarded an MBE for ‘Services to Education’ in the Queen’s New Years Honours List (2012)
• Author of Phonics Training Online for foundational literacy and Debbie’s ‘two-pronged systematic and incidental phonics teaching and learning’ approach (2015)
No Nonsense Phonics Skills Starter Kit
• 6 copies each of the nine Pupil Books (54 books in total)
• A Teacher Book for each level of Pupil Book (9 books in total)
• 6 hard copy Mini Alphabetic Code Charts
• USB Stick with supplementary resources
• Pupil Books, Teacher Books and Mini Alphabetic Code Charts can be bought as separate items. Other resources may be made available separately later.
Suitable for:
• Mainstream teaching
• Targeted support for speeding up and consolidating learning
• Intervention when learners have specific individual needs
• Individual provision – tutoring, working in partnership with parents or carers, home education
• English speakers
• Teaching English as a new or additional language
Question: How can the books be suitable for all learners? Answer: They all need to learn the same alphabetic code and phonics skills for lifelong reading and spelling!
Order of introducing the alphabetic codein the No Nonsense Phonics Skills Pupil Books
Rationalising the units of sound and their many spelling alternatives as an ‘Alphabetic Code Chart’
Features of the Programme’s Rationale
1. The Systematic Synthetic Phonics Teaching Principles
2. Distinguishing between the Alphabet and the Alphabetic Code
3. Debbie’s ‘Two-pronged systematic and incidental phonics teaching and learning’ approach
4. Delivered through a phonics Teaching and Learning Cycle
The Systematic Synthetic Phonics Teaching Principles
http://www.phonicsinternational.com/Triangle_sub_core_skills.pdf
1. Systematically teach the KNOWLEDGE of the letter/s-sound correspondences of the alphabetic code and the three core phonics SKILLS and their sub-skills.
2. Application: Use cumulative, decodable words, sentences and texts for individual reading/spelling/writing practice.
3. Don’t teach, or promote, multi-cueing reading strategies that amount to guessing words from pictures, context or initial letter cues as these detract from, and dilute, the phonics application and result in weaker reading profiles.
SSP: Introducing the Alphabetic Code
• A planned, systematic synthetic phonics programmegenerally teaches the English code from simple to complex:
1. Simple code (sometimes called: basic, transparent)Introduce mainly one spelling for all the sounds (phonemes)
2. Complex code (extended, advanced, opaque)Some sounds and graphemes revisited – spelling and pronunciation alternatives introduced
The ‘Two-pronged Systematic and Incidental Phonics Teaching and Learning’ Approach
Systematic:Plannedincrementalphonicsprogramme
Incidental:*individual*group*class-as needed
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The Phonics Exercise Book
An exercise book with lines is required for every pupil.These are not supplied.
Part Two: Main Content of the Pupil Books
‘Say the Sounds’at the beginningof every lesson
The Alphabetic CodeBuilding Up the Sounds and Graphemes
“Saying the Sounds”Book 9
The Alphabetic CodeBuilding Up the Sounds and Graphemes
The ‘sounds’ (phoneme/s)are shown in slash marks like this:
/s/ /a/ /t/ /i/ /p/ /n/
Vowel sounds are shown in red.Consonant sounds are shown in blue.
Part Three: Suggestions for delivery, monitoring, differentiation and best use of the programme
• Delivery: Teaching and Learning Cycle
• Time allocated
• Marking and monitoring
• Differentiation
• Best use of the programme
Differentiation• Avoid planning lots of different work at different stages of the
programme if you have a group or whole class
• But don’t restrict the speed at which children complete their activities
• Don’t expect to supervise and mark all children equally thoroughly – they won’t all need the same responses from you
• Provide additional independent extension activities for quicker learners and older learners – for example: dictionary work, earlier expectation for ‘self-dictation’ activities, ‘What happens next?’ in the Mini Stories, finding additional words and meanings for the Spelling Word Banks
• Some children will need more ‘little and often’ repetition – arrange this
• Have high expectations of all children’s efforts but teach ‘what this looks like’ very thoroughly
To Build on No Nonsense Phonics Skills• For further resources to extend knowledge of the alphabetic code
for vocabulary, language development and Spelling Word Bank work, you might wish to investigate Debbie’s Phonics International programme provided online for all ages and contexts, see: www.phonicsinternational.com
• For more in-depth professional development for foundational reading and spelling instruction and the ‘two-pronged systematic and incidental phonics’ approach, investigate Debbie’s ‘Phonics Training Online’ programme: www.phonicstrainingonline.com
• For FREE fully joined handwriting guidance and resources, see: www.debbiehepplewhitehandwriting.com
Research and Reading Debate
• For research information, the following three sites are highly recommended:
• The UK Reading Reform Foundation www.rrf.org.uk
• The International Foundation for Effective Reading Instructionwww.iferi.org
• Susan Godsland’s award-winning site www.dyslexics.org.uk