Assessment
To help a small group of students having difficulties with learning and writing letter sounds, we have trailed a 10 min phonics time, running 4 days per week. I have worked with these students.
Key features:
* Small group works together with one teacher, in break out space (low noise)
* Children practise letter sounds and names
* Yolanda Soryl Stage 2, combined with Bounce & Skip letter formation
Assessment using Soryl's stage 2-3 assessment after 7 weeks has shown:
* Most students know most sounds to that match a visual letter
* Most students can write the letter to match a sound ]
* Most students can blend a CVC word or segment, using robot arms
AREAS TO WORK ON: * Letter formation & direction: j, d, b, p
* Letter sounds that are still challenging for many children: v, u, w. y, i, e, k, n
* Hearing the last sound in a word
* Build on sound break understanding using drills on p.19 of the Soryl Phonics Guide (e.g. hearing first, middle and last sound)
* SELF-TALK: some students immediately say "I don't know", but could accurately identify the name/sound when asked to think about it. They did so after just a few seconds (J, X, AC). We introduced a new phrase if we need time "I'll come back to it" or "Give me a second", so they brain doesn't shut down thinking (as it does when we say "I don't know").
THE PLAN MOVING FORWARD:
* Continue teaching for 2 weeks, as detailed above
* Repeat testing on errors and Stage 3.
* Talk with team - do we need to graduate some students and invite others to join?
To help a small group of students having difficulties with learning and writing letter sounds, we have trailed a 10 min phonics time, running 4 days per week. I have worked with these students.
Key features:
* Small group works together with one teacher, in break out space (low noise)
* Children practise letter sounds and names
* Yolanda Soryl Stage 2, combined with Bounce & Skip letter formation
Assessment using Soryl's stage 2-3 assessment after 7 weeks has shown:
* Most students know most sounds to that match a visual letter
* Most students can write the letter to match a sound ]
* Most students can blend a CVC word or segment, using robot arms
AREAS TO WORK ON: * Letter formation & direction: j, d, b, p
* Letter sounds that are still challenging for many children: v, u, w. y, i, e, k, n
* Hearing the last sound in a word
* Build on sound break understanding using drills on p.19 of the Soryl Phonics Guide (e.g. hearing first, middle and last sound)
* SELF-TALK: some students immediately say "I don't know", but could accurately identify the name/sound when asked to think about it. They did so after just a few seconds (J, X, AC). We introduced a new phrase if we need time "I'll come back to it" or "Give me a second", so they brain doesn't shut down thinking (as it does when we say "I don't know").
THE PLAN MOVING FORWARD:
* Continue teaching for 2 weeks, as detailed above
* Repeat testing on errors and Stage 3.
* Talk with team - do we need to graduate some students and invite others to join?
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