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Differentiating Phonics Sessions


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Does anyone have this issue when differentiating phonics - the children who are HA in phonics are not ness. HA in writing, so when you are tasked with a phonics session including writing and learning sounds/blending etc. it becomes very difficult, making me think I should do phonics without writing, does anyone else do this? Have any thoughts?

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We look at letter formation in phonics and some CVC quick write activities. I have removed my writing from the phonic sessions for the same reasons you give above. I find by doing so I can schedule smaller 'guided' writing sessions linked to children's developmental needs across the week. These sessions build on the phoneme/graphemes the children are secure with and know how to form and we include tricky words to ensure these are covered too. I hope this helps.

 

I also do small guided groups for reading too based upon developmental needs and again linked to the phonic phases. :1b

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I don't differentiate into separate groups during phonic sessions at the moment but I differentiate within the activities so all chn feel like they are achieving e.g. Including those and using those phonemes the LA chn are confident with. Then as extra I teach the LA extra phonics during guided reading and any guided writing activities I give more support to the LA where I may expect the HA to use phonic sound mats to help.

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